Advanced Diploma of Rudolf Steiner Education- Syllabus (Second

Sydney Rudolf Steiner College

Advanced Diploma

of Rudolf Steiner

Education- Syllabus

(Second Semester)

Course code 69801TAS

Contents YEAR 2 Units ...... 3 Professional Studies Strand...... 3 Contribute to Ethical Educational Management, Administration and Practice (STEPRO601A) ...... 3 Communicate and Relate Professionally (STEPRO602A) ...... 7 Reflect on Knowledge of Foundation Studies (STEPRO603A) ...... 11 Pedagogical Studies Strand ...... 14 Develop Philosophy of Education and Pedagogical Practice (STEPED601A) ...... 14 Apply Pedagogical Principles to Early Childhood and Kindergarten (STEPED602A) ...... 19 Apply Pedagogical Principles to High School (STEPED603A) ...... 23 Teach Effectively and Manage Classrooms (STEPED604A ) ...... 26 Teach Students with Special Educational Needs (STEPED605A) ...... 29 Program and Assess Curriculum (STEPED606A) ...... 33 Apply Artistic Abilities to Arts-Integrated Teaching (STEPED607A) ...... 37 Curriculum Studies Strand ...... 41 Teach English Literature and Language Skills (STECUR601A) ...... 41 Teach Mathematics (STECUR602A) ...... 46 Teach Form Drawing and Geometry (STECUR603A) ...... 50 Teach Science (STECUR604A) ...... 54 Teach Technology – Handwork and Woodwork (STECUR6O5A) ...... 58 Teach Human Society and Environment (STECUR6O6A) ...... 62 Teach Music (STECUR6O7A) ...... 66 Teach Movement to Music and Speech- Eurythmy and Dance (STECUR608A) ...... 71 Teach Speech and Drama (STECUR609A) ...... 74 Teach Visual and Plastic Arts (STECUR610A) ...... 78 Teach Physical Education (STECUR611A) ...... 81 Teach Health and Personal Development (STECUR612A) ...... 84

YEAR 2 Units

Professional Studies Strand

Contribute to Ethical Educational Management, Administration and Practice (STEPRO601A)

Unit Code: STEPRO601A

Unit Title: CONTRIBUTE TO ETHICAL EDUCATIONAL MANAGEMENT, ADMINISTRATION AND PRACTICE

Recommended 20 hours face to face lectures, tutorials and workshops Delivery Mode

Unit Descriptor This unit describes the outcomes required to make an informed contribution to and meet their ethical and pedagogical obligations within the educational management of the school and the administrative and teaching requirements arising from legislative, accountability and policy implementation. The unit focuses therefore in part on the unique structures of management in a Steiner School and how they compare to more conventional organisation.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description The knowledge and skills of this unit may be applied to the role of the teacher as a member of a teaching community with the responsibility for the ethical teaching practice, administration and management of the school. Many scenarios that are investigated give the student an opportunity to develop skill in ethical and informed decision making. It also has a purpose in informing the teacher of the government, legislative and OH &S requirements and how they are met through development of policy, procedure and proforma. This may also prepare the teacher for later work in the educational leadership of a school.

UNIT CONTENT This describes the essential skills and knowledge and their level, required Required Skills and for this unit. Knowledge Required Skills include Ability to make ethical and informed decisions in connection to educational practice. Ability to access and interpret legislation Ability to access support organisations for school management such as AIS and Consultants.

Required knowledge includes Professional Codes of Conduct Professional Teaching Standards Children‟s Rights Privacy legislation Child Protection legislation Mandatory state and federal requirements and laws Policy documents

The Threefold Social Order. Analysis of the interplay of the cultural, social and economic aspects of a school organisation.

Differing Models of School structures including School Council or Board, College of Teachers, Teaching Faculty, Administration, Parents and Friends Association, Parent Education Group, Curriculum Coordinators, Staff Welfare Group, Student Welfare Group.

Non-hierarchical structure Describes a community in which a collegiate assumes the spiritual responsibility for the educational role assigned them. It may involve mandated tasks or an executive but recognises the ideal of the healthy contribution to a social organisation possible when the highest of each lives in the community.

Models of School Roles and their diverse ways of meeting the increasing complexity of government legislation and compliance include: Management Chair, School Principal, Educational Director, Educational Administrator, Collegiate Chair, Executive, Business Manager, Administrator, Collegiate Member, Parent Liaison Officer, Enrolment Officer.

School Policies: The role of school polices in meeting legislative requirements and in making school ethos visible.

Legislative and policy guidelines and Procedures Include Federal Funding requirements, Reporting requirements, OH&S, Privacy Laws, Child Protection, Codes of Conduct.

OUTCOME PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold text is used, further information is detailed in the UNIT CONTENT required skills and knowledge.

1. Analyse ethical 1.1 Relevant legislation and Codes of Conduct are applied to a range of ethical and moral practice in a school. dilemmas. 1.2 A resolution based on the legislation and ethical decision making is suggested for critical incidents.

2. Delineate 2.1 Knowledge of the three-fold social order is applied to school structure. principles of 2.2 Services a school structure provides are delineated. organisation 2.3 Benefits and challenges of a non-hierarchical structure are analysed. 2.4 The processes involved in a mandate are evaluated. structure in a Steiner school. 3. Analyse the various 3.1 The need for clear lines of communication for all members of the community is roles in a school and appreciated. their interrelationships. 3.2 Visibility, accountability and efficiency of School Roles are analysed.

4 Identify proforma and 4.1 Attention to detail and careful following of legislative and policy guidelines is shown applications for teaching in samples gathered. and administration duties 4.2 Suitability of policies and alignment with the pedagogical ethics of the school in a school. community is displayed. 4.3 Reporting requirements are analysed in relation to age-appropriate assessment.

Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, Required Skills and Knowledge and the Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must demonstrate: Evidence That the relationship between spiritual ethos of the school community and developed structures is recognised and aligned. The connection between pedagogical principles and policies and procedures is maintained.

Methods, Conditions Assessment A and Context of Students will participate in group discussions and debate topics in tutorials based on ethical Assessment dilemmas in teaching. Students will then chose one topic and one scenario relevant to a Professional Teaching Experience to respond to in a written assignment outlining the relevant legislation, policy or procedure and the suggested resolution. Performance Criteria – All Criteria

Assessment B Written analysis of structures of a sample school visited during practice teaching. Performance Criteria 2.1, 2.2, 2.3, 2.4, 3.1, 3.2

Assessment C Portfolio of all proforma, reports, schedules and policies and procedures relating to 2 chosen areas of practice. Performance Criteria 4.1, 4.2, 4.3.

Assessment for this unit will occur within tutorial sessions assessment of portfolio

Resource Implications Resources required include access to a Steiner School copies of legislative requirements samples of School policies and procedures access to the Text and Recommended Reading list below. 5

Consistency of Portfolio should include samples of at least 2 main policy areas. Performance Participation is observed throughout the semester and based on frequency of contribution in alignment with criteria.

Recommended Reading A Book of Readings is provided by the tutor.

Relevant State and National Documents, including Legislation, Codes of Conduct for Teaching, Professional Teaching Standards.

Cunningham, J & Nichols, Y (2003) Administration Handbook For Steiner Schools In Australia .RSSA. EWING, R. & SMITH, D. (2002) Retaining Beginning Teachers In The Profession. Paper Given At European Educational Research Conference, Portugal. FREAKLEY, M & BURGH, G. (2000) Engaging with Ethics Katoomba, Social Science Press. GROUNDWATER-SMITH, S., EWING, R., & LE CORNU, R. (2003) Teaching: Challenges And Dilemmas 2"D Edition. Melbourne: Nelson. HAYNES, F. (1998) The Ethical School. London. Routledge. MEPHAM, T. (2001) Assessment And Learning In Steiner Waldorf Education. Steiner Waldorf Schools Fellowship. MITCHELL, DAVID (Editor) (1992) The Art Of Administration - The Economic Committee Of The Assn Of Waldorf Schools Of North America, Boulder, USA. (1999) Administrative Explorations. AWSNA. N.S.W. DET (2001) Induction Program For Beginning Teachers. Sydney: Training And Development. RAMSAY, G. (2000) Quality Matters: Revisiting Teaching, Critical Times, Critical Choices. Sydney; NSW DET. STEINER, R. (2009) Towards Social Renewal.(4TH Ed) Rudolf Steiner Press

Communicate and Relate Professionally (STEPRO602A)

Unit Code: STEPRO602A

Unit Title: COMMUNICATE AND RELATE PROFESSIONALLY

Recommended 20 hours face to face lectures tutorials and workshops Delivery Mode

Unit Aim/Purpose This unit describes the outcomes needed for the development of skills to listen empathically, communicate openly and work through the processes involved in conflict, negotiation and cooperation. These skills are practised in the context of real school situations such as meetings, interviews and collegial discussions.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description and The scope of this unit is applied to informal collegial/parent discussions Application as well as formal interviews and meetings. In a Steiner School there is a less hierarchical structure and an ethos of contribution to the overall school pedagogical development by the whole collegiate and therefore classroom teachers will need a strong training in this field. It will of course be a major component of the workload of staff who take up professional leadership or management roles or mandates within the school. Such roles may be Collegiate Chair, Enrolments Coordinator, Board Representative, Curriculum Coordinator, Parent and Friends Representative and Daily Executive.

UNIT CONTENT This describes the essential skills and knowledge and their level, required Required skills and for this unit. knowledge Required Knowledge The Social Ethic Social Development work of Emerson College Goethean Conversation Methods Inner Development Path given by Rudolf Steiner The Twelve Virtues Non-violent communication Required Skills in Ethical Practice Goethean conversation skills include Meditative preparation Mood of reverence prevails Attentive and receptive listening to life Tolerance of silence Intuitive perception attuned to the theme

Fully active listeners lead by the spirit Intelligence mediated through the heart Intuitions break through Schooling in self activity drawing sustenance from the spiritual world

Inner Development skills include Control of thinking Control of will Equanimity of feeling life Positivity Openness Integration of above Nightly review Creation and extinguishing of a thought or image

The Twelve Virtues includes skills in transformation of Practice of devotion leading to sacrifice Balance leading to progress Perseverance leading to faithfulness Selflessness leading to catharsis Compassion leading to freedom Courtesy leading to tact of heart Contentment leading to equanimity Patience becomes insight Control of speech becomes feeling for the truth Courage becomes redemptive power Silence becomes meditative power Magnanimity becomes love

OUTCOME PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the outcome. Where bold text is used, further information is detailed in the required skills and knowledge. Assessment of performance is to be consistent with the evidence guide.

1. Communicate using 1.1 Enhanced listening skills are demonstrated and the Goethean specialised skills in conversation is practised. speaking and listening, 1.2 Speaking skills and questioning techniques are evident in role plays of questioning and collegial conversations, interview meetings and classroom and teaching observing. communication. 1.3 Contribution of Inner Development practices is incorporated. 1.4 The Twelves Virtues are practised in communication. 1.5 Elements of thinking, feeling and will are identified in communication. 1.6. Group and individual feedback on processes is objective and empathic

2. Communicate using 2.1 Steps of each process are followed clearly. specialised knowledge 2.2 Communication factors which may potentially lead to difficulties or and skills in conflict conflicts are recognised and adjusted.

8 resolution, negotiation 2.3 Facilitation of processes is undertaken and analysed according to the and cooperation. conflict continuum. 2.3 One‟s own contribution to a process remains conscious. 2.4 Contribution of Inner Development practices is incorporated. 2.5 The Twelves Virtues are practised in communication exercises. 2.6 Group and individual feedback on processes is objective and empathic.

3. Reflect on 3.1 Strengths and weaknesses in oneself are identified. contribution of 3.2 Growth in faculties with practice is recorded. communication and 3.3 Importance of self-development for professional communication is relationship skills for reviewed. own ethical professional practice.

EVIDENCE GUIDE The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate competency in all Outcomes and Performance Criteria.

Methods, Conditions Assessment A: and Context of Student‟s participation in weekly communication processes and Assessment exercises, including feedback given to fellow students, is observed and assessed by the tutor. Assessment Criteria 1.1, 1.22, 1.3, 1.4, 1.5, 1.6

Assessment B: Student‟s weekly participation in conflict resolution, negotiation and cooperation exercises including feedback given to fellow students is observed and assessed by the tutor. Assessment Criteria 2.1, 2.2, 2.3, 2.4, 2.5, 2.6.

Assessment C A reflective journal is kept over the whole semester to record insights in the students own processes and development of faculty in communication. Assessment Criteria 3.1, 3.2, 3.3.

Assessment for this unit will occur in peer role plays based on journal completed in own time.

Consistency of Weekly sessions are observed by peers and tutor, feedback is given and Performance reflected on by the student in the journal over the whole semester.

Resource Implications tutorial room with space for small group work.

Set Text A Book of Readings is provided by the tutor.

Additional References CHADWICK, R. (1998) The Encyclopaedia of Applied Ethics. San Diego. Academic Press. FREAKLEY, M & BURGH, G. (2000) Engaging with Ethics Katoomba, Social Science Press. SPOCK, M. The Goethean Conversation SARDELLO, R. (2003) The Power of Soul –Living the Twelve Virtues Hampton Roads TILLETT, G. (2001) Resolving Conflict: A Practical Approach Sydney University Press ZIMMERMAN, H : (1996) Speaking. Listening, Understanding Lindisfarne Press, Hudson, NY, USA.

Reflect on Knowledge of Foundation Studies (STEPRO603A)

Unit Code: STEPRO603A

Unit Title: REFLECT ON KNOWLEDGE OF FOUNDATION STUDIES

Recommended 30 hours face to face lectures, tutorials and workshops. Delivery Mode

Unit Aim/Purpose This unit describes the outcomes required to deepen reflection on the background study of the world and the human being for teaching practice and professional development. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description This unit considers deeply a wide range of topics including the sciences, humanities, world history and evolution, development of human consciousness and cosmology to continue the life long quest for deeper reflection on our knowledge of the world.

The outcomes of this unit may be applied to the teacher‟s preparation of Main Lesson Curriculum Themes and subject practice lessons. As such it allows curriculum to go beyond mere information to a meaningful and coherent picture of the inherent form and spirit within all creation whether it is plant forms, cosmological rhythms or human development.

The outcomes may also be applied to the methodology of teaching through a deepened understanding of childhood consciousness, learning and memory. Outcomes also enrich the lifelong professional development path.

UNIT CONTENT Knowledge reflected on includes Required Skills and The cultural epochs and the evolution of human consciousness reflected in Knowledge history and in the curriculum. Future possibilities of human development- difficulties and opportunities Paths of inner development in esoteric Christianity. The development of intuition, inspiration and imagination on the teacher's path. Teaching methods reflected on include 3 day rhythm balance of thinking, feeling and will artistic teaching method dignity of the evolving human being the role of narrative

Evolutionary phases reflected on include

cultural epochs of Ancient India, Persia, Egypt, Greco-Roman

Skills in reflection may include prepatory exercises contemplation exercises reflection on each study session attunement to imagination, inspiration and intuition observation of nature forms

1. Reflect on the 1.1 Set references are read and reflected on philosophical ground 1.2 Understanding of forms of life rhythms, consciousness, 3 and 4 fold of human aspects of the human being, memory and sleep are reflected on in relation to consciousness for teaching methods. education in general 1.3 Consideration of the spiritual life is applied to the inner meditative work and Steiner of the teacher. Education in 1.4 The importance of the inner striving of the teacher as a human being is particular. discerned. 1.5 The benefits of continued reflective research are understood for the teaching community.

2. Reflect on the 2.1 The evolutionary picture given by Rudolf Steiner is reflected on in light path of human of modern schema. evolution. 2.2 The relationship between evolutionary phases, history and curriculum (Shifted to STECUR601A) for children of different school ages is reviewed. 2.3 The role of education in the 21st century is reflected on with respect to the strengthening of the will, capacity for imagination, inspiration and intuition and enlivened thinking. 2.4 Paths of initiation in esoteric Christianity have been considered.

EVIDENCE GUIDE The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, Required Skills and Knowledge, and the Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate that they are willing to read and reflect and to journal this. The inclusion of specific criteria and assessment tasks beyond reflection would be counterproductive to the prime aim which is to develop enthusiasm for self-directed study throughout life. This unit provides a counterpoint to the other units and their assessment driven focus.

Methods, Assessment A

Conditions and Participation in group reading and/or review of weekly text study Context of Assessment B Assessment A reflective journal is kept. Assessment occurs within tutorial study sessions and through journal review.

Consistency of Performance is assessed over weekly sessions in discussion and journal Performance entries/presentations over the year

Resource tutorial room Implications set texts for reading

TEXTS and Supplementary Reading A Book of Readings is provided by the tutor.

CARR, D. (2000) Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Routledge. Framer. LOVAT, T & SMITH, D. Curriculum :Action on Reflection (4th Ed) Katoomba, Social Science Press 2003 STEINER, R. (2008) Philosophy of Freedom Rudolf Steiner Press Sussex STEINER, R.(2004) Study of Man Rudolf Steiner Press Sussex

Pedagogical Studies Strand

Develop Philosophy of Education and Pedagogical Practice (STEPED601A)

Unit Code: STEPED601A

Unit Title: Develop Philosophy Of Education And Pedagogical Practice

Recommended 20 hours of face to face lectures, tutorials and workshops. Delivery Mode

Unit Aim/Purpose The aim of this unit is to prepare students to teach with a deep understanding of pedagogical principles. In creative reflection they can develop curriculum out of a richly layered tapestry of their own philosophy of education grounded on knowledge of the developing child and the unfolding adult. This unit has a connection with STEPED602A and STEPED603A in that they together present groundwork for understanding of Child Development throughout the years Birth to 18 and the changing needs of education during those years.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description This unit weaves together the picture of the young child approaching school age, the primary school child and the high school student. It covers child development from birth through to the end of adolescence and the practice of child observation or child study. It also looks at comparative philosophies of education and develops the student‟s reflective process needed to form a coherent Philosophy of Education.

The principles, practices and curriculum of Steiner Education arise out of a deep view of the developing human being and the inner development of the teacher and as such these are a necessary background to curriculum development.

The scope of this unit is applied to teaching in any context of a Steiner or non-Steiner school. As a basis of the academic, research and philosophical underpinnings of Steiner Education it is essential for class teachers, those involved in Educational Leadership, classroom assistants, mentors and specialist teachers.

UNIT CONTENT Required Knowledge Required Skills and Research by educators and psychologists including Piaget, Vygotsky, Knowledge Erikson and Steiner. Child development sequences in relation to the physical, emotional, cognitive and moral stages of unfoldment. Child observation parameters including understanding and observing of the senses, the constitutional aspects, temperaments and multiple intelligences or learning styles. Child study principles and practice involve observation of the physical level, the level of life forces, emotional and cognitive level and that of the higher self and indicators of health and balance in each realm. Associated ethics and reflective practices. Principles of Steiner Education including 1.Teaching out of Imagination, Inspiration, Intuition 2. Transforming the conceptual through artistic, concrete and imaginative lessons. 3. Revealing the qualities of Goodness, Beauty and truth in the world. 4. Working with the support of the spiritual world. 5. Engaging the faculties of thinking, feeling and willing in the child at different ages. 6. The dignity of the image of the human being brought to the child. 7. The changing roles of imitation, authority and respect in the teachers relationship with the child. 8. The continued inner development of the teacher and the roles of reflective practice. The overview of curriculum and methodology as they unfold in practice.

OUTCOME PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge.

1. Reflect on 1.1 Reflection is deeply integrated so that it can be communicated orally required knowledge with clarity and confidence of the psychological 1.2 Reflection compares the central principles of Steiner Education with and philosophical other educational philosophy. rationale 1.3 Knowledge of the child development sequences are included in the underpinning reflection on the topic chosen. education, and in 1.4 Reflection is backed by research by educators and psychologists. particular Steiner 1.5 Examples of application to the teaching methodology or curriculum are

Education. given.

2. Prepare in depth 2.1 Overview is organised within seven year stages. overview of child 2.2. The unfoldment of thinking, feeling and will is illustrated. development 2.3 The use of imitation, authority and respect is overviewed. sequences in relation 2.4 Key thresholds and passages are reviewed. to the Steiner 2.5 Teaching methodologies and curriculum are linked to the sequence. curriculum. 3. Undertake in 3.1 Reverence for the child, ethical practice and observation of privacy laws depth child are evident. observation and 3.2 Observation is objective and insights are clearly linked to phenomena. study 3.3 Inner development practices are applied. 3.4 All child observation parameters are observed and discussed. 3.5 Observation covers all child study principles and practice

ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the performance criteria, Required Skills and Knowledge and the Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate:

Methods, Conditions Assessment A and Context of A 10 minute verbal presentation to the student group or a 1000 word written Assessment outline is prepared by the student on one of the main principles of Steiner Education and how it compares or contrasts to other educational principles. This is referenced to the research through quotes and links to methodology and curriculum are used. Assessment Criteria 1.1, 1.2, 1.3, 1.4, 1.5 Assessment B A chart or outline of child development is prepared to cover the child from birth to age 21 years. All of the principles of Steiner Education in it are linked to the child development sequence. Assessment Criteria 2.1, 2.2, 2.3, 2.4, 2.5. Assessment C Two detailed child studies with full child observation parameters are undertaken while on professional experience. Child study principles and practice are developed according to the proforma and guidelines which are clearly followed and care is taken to maintain confidentiality. Assessment Criteria 3.1, 3.2, 3.3, 3.4, 3.5. Assessment for this unit will occur within tutorial sessions in peer-presentations / simulated school settings in reflection and observation while on practice teaching

Consistency of Two child observations develop over time of two professional experience Performance blocks.

Child development overview is built up over the semester. Presentation of rationale is prepared over the semester.

Resource tutorial room with space for small group work. Implications access to professional experience placement

TEXT and ADDITIONAL REFERENCES TEXT – The tutor will provide a set of readings of research and child observation charts and proforma References CHILDS, G. (2005) Steiner Education: Theory and Practice. Floris Books. CLOUDER, CHRISTOPHER (1998) Waldorf Education Floris Books. CUNNINGHAM, J. (2007) Working with Curriculum in Australian Steiner Schools. Rudolf Steiner Schools of Australia. EDMUNDS, FRANCIS (1992) Renewing Education: Selected Writings on SteinerEducation. Hawthorn Press FAIRMAN, E. (2000) A Path of Discovery Vols 1-8 Self Published. FINSER, T. (1994) School as a Journey. Anthroposophic Press. GROUNDWATER-SMITH, S. CUSWORTH, R. & DOBBINS, R. (2003) Teaching: Challenges and Dilemmas, 2"d Edition Melbourne: Nelson. HARWOOD, A.C. (2001) The Recovery of Man in Childhood. Myrin Institute. KEMMIS, S & McTAGGART, R.(1992) The Action Research Planner, Geelong: Deakin University Press, p11-25 LISSAU, M. (2004) Awakening Intelligence. AWSNA. LOVAT, T. & SMITH, D. (2005) Curriculum: Action on Reflection Revisited. (4`d Edition) Katoomba: Social Science Press. MASTERS, B. (2001) The Index. Steiner Education and Child and Man. Steiner Schools Fellowship Publication. MITCHELL, D. (1999) Resource Guide for Waldorf Teachers.AWSNA. QUERIDO, RENEE (1982)Creativity in Education Rudolf Steiner College Press RAMSAY, G, (2000) Quality Matters: Revitalising Teaching. Critical Times, Critical Choices. Sydney: NSW DET RAWSON, M & RICHTER (2000) The Educational Tasks and Content of the Curriculum. S.W. Schools Fellowship SANTROCK, J. (2009) Child Development. (12th Ed) Boston: McGraw Hill. SLOAN, DOUGLAS (1999) Towards Wholeness in Knowing Research Institute for Waldorf Education STEINER, R: (1997) The Essentials of Education, Anthroposophic Press. (2000) Practical Advice to Teachers Anthroposophic Press. (1995) The Kingdom of Childhood, Anthroposophic Press. WHITE, F. HAYES, B. and LIVEESEY, D. (2005) Developmental Psychology from Infancy to Adulthood. Frenchs Forest: Pearson Prentice Hall. WILKINSON, R. (Revised 2000) The Curriculum of the Rudolf Steiner School, Rudolf Steiner College Press

MULTIMEDIA: http://www.acara.edu.au/publications.html The Shape of the Australian Curriculum English The Shape of the Australian Curriculum Maths The Shape of the Australian Curriculum Science The Shape of the Australian Curriculum History

Framing Paper Consultation Report English Framing Paper Consultation Report Maths Framing Paper Consultation Report Science Framing Paper Consultation Report History http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educationa l_Goals_for_Youn g_Australians MCEETYA 8th Sep 2008 http:/ /www.boardofstudies.nsw.edu.au www.steinerwaldorfeurope.org.uk Alliance for Childhood – Academic, Research Group www.allianceforchildhood.org.uk Association of Waldorf Schools of North America www.awsna.org

Apply Pedagogical Principles to Early Childhood and Kindergarten (STEPED602A)

Unit Code: STEPED602A

Unit Title: Apply Pedagogical Principles of Early Childhood and Kindergarten Teaching

Recommended 12 hours face to face lectures, tutorials and workshops Delivery Mode

Unit Aim/Purpose This unit aims to give students an understanding of the realm from which the class teacher period bridges. Child development birth to age 7, creative play, the timetable and teaching methods are studied.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description This unit begins with a theoretical review of child development in the first seven years of life and then moves into pictures of the principles and practice of child care or teaching at this age. The daily and weekly timetable, the importance of creative play, the celebration of seasonal festivals and the immersion in nature are all areas of focus. The unit ends with a consideration of the changes in teaching methodology as the child moves into Class 1 and how these can be bridged gently.

The scope of this unit is applied to the Kindergarten in a Steiner School, the development of a gentle bridge into Class 1 by the class teacher and to the understanding of the pedagogy fostered by the first stage of childhood for Educational Administrators and classroom assistants.

UNIT CONTENT Required Knowledge Required Skills and Child development milestones in the areas of cognitive (thinking), affective Knowledge (feeling) and motor development (will). The understanding of Principles of Early Childhood Development : the participatory consciousness of the young child and the use of gesture, imitation and will-based education. Early Childhood Activities The role of the teacher as fostering reverence, protecting the dream consciousness and being worthy of imitation as she engages in authentic home activities. The importance of creative play and how it unfolds through imitation. Songs and stories in early childhood from nursery rhymes to nature stories, repetitive stories, fairytales and festival stories. Understanding of the seasonal rhythms of the earth and the calendar of

Christian festivals and their celebration. Required Skills Beeswax modelling, watercolour painting, simple handcrafts, simple home cooking projects. Participation in seasonal or Christian festivals of Summer, harvest, Easter, autumn, Michaelmas, Ascension, Whitsun, Mid-winter, Spring, Advent, Christmas are celebrated through song, story, dance and craft. Understanding bridging techniques between Kindergarten and Primary School.

1. Apply 1.1 Overview gives evidence of understanding of and meaningful links understanding of between Child Development Milestones and Principles of Early Childhood child development to Development. teaching techniques 1.2 Understanding of a balance between discernment of authentic and in Early Childhood purposeful activities, incorporation of creative play and experiences of soul and Kindergarten. nourishment are incorporated in timetable and teaching methodology.

2. Understand 2.1 The bridge between gesture and speech is understood. bridging strategy 2.2. The continued role of imitation while authority slowly comes to the between fore is identified. Kindergarten and the 2.3 The balance between willing or doing and feeling is understood. first term of Class 1.

3. Review a seasonal 3.1 The relationship between the inner life of the child and the celebration or Christian festival of the festival is outlined. held for a group of 3.2 The elements of story, music, nature table, anticipation, activity and children. craft in the rationale of the festival are reviewed.

ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the performance criteria, Required Skills and Knowledge and the Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate competency in all aspects of the outcomes and performance criteria.

Methods, Conditions Assessment A and Context of Students write a rationale for Early Childhood teaching methodology which Assessment outlines the Principles of Early Childhood Development and relates them to formation of a timetable of balanced Early Childhood Activities. (1000 words) Assessment Criteria 1.1, 1.2 Assessment B Students review a bridging strategy which outlines the difference in the two

first seven year stages and shows how the methodology of the early Class 1 teacher can bridge the classroom management gently. Assessment Criteria 2.1, 2.2, .23 Assessment C Students review the celebration of a seasonal or Christian festival with all the required elements. Assessment Criteria 3.1, 3.2. Assessment for this unit will occur within tutorial sessions in peer-presentations / simulated school settings in assessment of work completed in own time.

Consistency of assessment is conducted over 3 tasks and over a whole semester. Performance

Resource Implications tutorial room with space for small group work

TEXT and ADDITIONAL REFERENCES Text: A Book of Readings is available form the tutor.

BALDWIN, R. (2000) You Are Your Childs First Teacher. Celestial Arts. DAVY, G (Editor) (2006) Lifeways - Extract -A Key To The Images In The Fairy, Tales by A. Bockemuhl. Hawthorn Press. DOCKETT,S & FLEER,M (1999) Play and Pedagogy in Early Childhood Bending the Rules. Marrickville: Harcourt Brace. EDMUNDS, F. :(1992) Rudolf Steiner Education - Chapter One -The Kindergarten and Pre-school Years. EVANS, R (1998) Helping Children Overcome Fear: The Healing Power of Play, Hawthorn Press. Great Britain. GRUNELIUS, E. Early Childhood Education and the Waldorf School Plan (out of print, available in school library) HARWOOD, A. C. (1989) The Recovery of Man in Childhood Chapter 1 - 8 ISENBERG, J. & JALONGO, M. (2006) Understanding Children‟s Creative Thought and Expression. In Creative Thinking and arts-based learning: Preschool through 4th Grade (4th Ed) New Jersey: Pearson. JAFFKE, F. (2003) Toymaking With Children. Floris Books Edinburgh. PATT'ERSON,B. & BRADLEY,P (2000) Beyond the Rainbow Bridge.Floris Books. Amesbury .USA. STEINER, R. (2000)The Kingdom of Childhood - Lecture 1. Anthrop. Press. (1971) (1996) Human Values in Education - Lecture 3 Festivals and Their Meaning Rudolf Steiner Press (1994) Understanding Young Children. Waldorf Kindergarten Association of North America. MULLER, B. (2001) Painting with Children, Floris Books. SANTROCK, J. (2009) Child Development. (12th Ed) Boston:McGraw Hill. WHITE, F. HAYES, B. and LIVEESEY, D. (2005) Developmental Psychology from Infancy to Adulthood. Frenchs Forest: Pearson Prentice Hall.

Journal Star Weavings Australian Association for Rudolf Steiner Early Childhood Education. Melbourne Rudolf Steiner School, Victoria

Apply Pedagogical Principles to High School (STEPED603A)

Unit Code: STEPED603A

Unit Title: Apply Pedagogical Principles of High School Teaching

Recommended 8 hours face to face lectures, tutorials and workshops Delivery Mode

Unit Aim/Purpose It is considered desirable that an understanding of the final four years of the high school is given. Thus the foundations laid in the class teacher period evolve in the third stage of child development and the evolving curriculum and changing methodology is studied.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description This unit is applied to the necessary understanding of how Steiner curriculum unfolds to bring the whole of human history, the natural world and the cosmos to the child. It shows how the child develops towards maturity and autonomy, discernment and strength of ideals. The overview of the curriculum and methodology of each year is given as windows into the school and students take an area for study to see how curriculum continues to evolve and how the deeply felt inner questions of the adolescent are met and answered.

The scope of this unit is also applied to parent meetings and interviews in which they want to know what lies ahead in the school. UNIT CONTENT Required Knowledge Required Skills and Key Main Lessons in the high school linked to inner and outer years. Knowledge The key themes for each year linked to the „questions‟ asked by the child. Metamorphosis of primary main lessons into their high school counterpart. Knowledge of ways of integrating different curriculum requirements. OUTCOME PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge.

1. Integrate a broad 1.1 A flow chart of the Main Lesson sequence between years 9-12 is knowledge of the developed. Main Lesson 1.2 Key themes and questions for each year are listed and linked to Main sequence in the high Lessons. school to the understanding of child development of

23 this stage.

2. Analyse the 2.1 The Main Lesson is related to at least two key points in the primary metamorphosis of years key themes from the 2.2 The change in methodology from the will to feeling and then thinking is Primary School to traced. the High School. 2.3 The narrative, artistic and holistic approach is followed as it becomes more historical or biographical, phenomenological and conscious. 2.4 The movement of time from the remote past to the modern age is traced where appropriate. ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the performance criteria, Required Skills and Knowledge and the Assessment Guidelines. Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate:

Methods, Conditions Assessment and Context of Students complete the chart in session time and focus on a High School Assessment Main Lesson and participate in a discussion on how it meets the needs of the questions of that age and also how it metamorphoses from primary Main Lessons on the theme. Assessment criteria 1.1, 1.2, 2.1, 2.2, 2.3, 2.4

Assessment for this unit will occur within tutorial sessions

Consistency of This unit is short and forms an ancillary role as it completes the child Performance development picture over the year.

Resource tutorial room with space for small group work. Implications TEXT and ADDITIONAL REFERENCES TEXT – A Book of Readings is available form the tutor.

GABERT, E. (1998) Educating the Adolescent, Anthroposophic Press. PARSONS, A. (1988) Making It From 12 to 20, Watermark. SANTROCK, J. (2009) Child Development. (12th Ed) Boston:McGraw Hill. SCHWARTZ, E. (1991) Adolescence: The Search for the Self Rudolf Steiner College Press SLEIGH, J. (2002) Thirteen to Nineteen, Floris Books. STALEY, B. (1988) Between Form and Freedom, Hawthorn Press STEINER, R. (2001) Observations on Adolescence: The Third Phase of Human Development (1993) Waldorf Education for Adolescence. Wynstones Press STOCKMEYER, K. (1991) The Curriculum of the Waldorf School. Robinswood Press, Stourbridge, UK. WHITE, F. HAYES, B. and LIVEESEY, D. (2005) Developmental Psychology from Infancy to Adulthood. Frenchs Forest:Pearson Prentice Hall.

MULTIMEDIA: http://www.acara.edu.au/publications.html

The Shape of the Australian Curriculum English The Shape of the Australian Curriculum Maths The Shape of the Australian Curriculum Science The Shape of the Australian Curriculum History Framing Paper Consultation Report English Framing Paper Consultation Report Maths Framing Paper Consultation Report Science Framing Paper Consultation Report History http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_Goals_fo r_Youn g_Australians MCEETYA 8th Sep 2008 http:/ /www.boardofstudies.nsw.edu.au www.steinerwaldorfeurope.org.uk Alliance for Childhood – Academic, Research Group www.allianceforchildhood.org.uk Association of Waldorf Schools of North America

Teach Effectively and Manage Classrooms (STEPED604A )

Unit Code: STEPED604A

Unit Title: Teach Effectively and Manage Classrooms

Recommended 30 hours plus 12 days Professional Experience Delivery Mode Unit Aim/Purpose This unit describes the outcomes needed to plan for effective learning strategies and environments and management of student behaviour. All other elements of programming, assessment and subject content studies depend for their efficacy on the ability of the teacher to manage the classroom.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description This unit reviews organisation of the classroom and learning environment for effective teaching, the inner bearing, communication skills and engagement of the teacher as well as techniques for interaction that strengthen good behaviour and harmonise inappropriate behaviours. A review of the research gives a knowledge base to the discussions and the professional experience in the classroom allows for observation of good practice and analysis of appropriate techniques as well as giving students an opportunity to trial techniques.

The scope of this unit is applied to all learning situations including classrooms, outdoor studies, excursions and full school events. It is applied to individual sessions, group work and whole class lessons. UNIT CONTENT Required Knowledge : Required Skills and Classroom management principles and strategies (eg positive feedback, Knowledge rules, consequences) and research eg Glasser, Skinner, Rogers. Child development and the Steiner approach. Class 1/2 Being worthy of imitation Class 3 Authority of the teacher strengthens Class 4 Imaginative pictures of enthusiasm and courage Class 5 Enrichment of the feeling life and development of empathy Class 6 Development of Conscience Class 7/8 Altruism and growth toward capacity of independent judgement modes of learning lesson planning principles pedagogical law interaction between temperaments Required Skills artistic transformation of conceptual material

lesson planning and pacing with in and out breathing 3 day rhythm lesson visualisation meditative practices and reverence for the child expressing warmth and enthusiasm embodying authority making classrooms aesthetic and efficient in layout child study positive feedback, commending good behaviour analysis of research

1. Analyse literature 1.1 Criteria of good practice are developed from the literature on and applications 1.2 Case studies of classroom scenarios are analysed with reference to the of classroom identification of problems of classroom practice or teaching technique. management, the 1.3 Contributing factors are analysed and related to criteria of good practice way students are 1.4 Alternative lesson plans or teacher responses are developed to rectify guided or motivated the situation. and effective teaching techniques for different ages.

2. Reflect on 2.1 Reflective journal during professional experience identifies the effective lesson classroom management plan of the supervising teacher and the use of planning and imitation, authority and growing self-management. delivery to 2.2.Both explicit and implicit rules are observed as well as consequences encourage student 2.3 Effective lesson planning and teaching techniques are identified. engagement in both 2.4 Students own sample lesson exhibits clear planning and preparation, a oneself and classroom management approach appropriate to the context, effective practicing teachers delivery and evaluation.

3. Reflect on, 3.1. Classroom management principles and strategies are age appropriate analyse and use and in context of the classroom, the lesson and the situation needing classroom management management 3.3 The method of applying strategies is clearly described, the outcome principles and analysed and the event evaluated strategies in 3.4.Future recommendations are developed documented teaching experiences

4. Teach in schools 4.1 A clear potential for developing all performance criteria is shown See performance criteria of the Professional Experience Handbook listed at the end of the syllabus ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the performance criteria, Required Skills and Knowledge and the Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate:

Methods, Conditions Assessment A and Context of Students keep a portfolio of their responses to weekly review of the Assessment literature through which they build up criteria of good classroom management. Students prepare written responses to classroom management scenarios. These are handed in each week.

Performance Criteria 1.2, 1.2, 1.3, 1.4 Assessment B Professional Experience Portfolio and Supervising Teachers Report A review and identification of the supervising teacher‟s classroom management plan is developed and the school‟s discipline policy. Students develop and implement a lesson plan using both effective strategies of delivery and of classroom management. Students apply specific classroom management strategies to lesson events and situations and review results. Performance Criteria 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1 Assessment for this unit will occur on material developed in tutorial sessions in recording of and reflection on practice teaching tasks and contexts

Consistency of weekly sessions are assessed by tutor. Performance Professional Experience Tasks are developed over the 12 days.

Resource tutorial room with space for small group work. Implications TEXT and ADDITIONAL REFERENCES A Book of Readings of the literature is provided by the tutor

BRADY, L AND SCULLY, A (2005) Engagement:Inclusive Classroom Management. Frenchs Forest: Pearson Prentice Hall. CHILDS, G. (1996) Education and Beyond Floris Books. CHILDS, G. (1991) Steiner Education: Theory and Practice. Floris Books. CLOUDER, CHRISTOPHER (1998) Waldorf Education Floris Books. EDMUNDS, FRANCIS (1992) Renewing Education: Selected Writings on Steiner Education Hawthorn Press EDWARDS, C (2000) Classroom Discipline & Management Toronto: WileyGroundwater- Smith, S., et al, ch 8. FINSER, T. (1994) School as a Journey. Anthroposophic Press GABERT, E. ( 1998) Discipline in Education and in the Education of the Child. Developmental Studies. McBURNEY –FRY,G. (2002) Improving Your Practicum – A Guide to Better Teaching Practice (2nd Ed) Katoomba: Social Science Press.

Teach Students with Special Educational Needs (STEPED605A)

Unit Code: STEPED605A

Unit Title: TEACH CHILDREN WITH SPECIAL EDUCATION NEEDS

Recommended 30 hours lectures, tutorials, learning support observation and participation. Delivery Mode 12 days block teaching Professional Experience.

Unit Aim/Purpose This unit describes the outcomes needed for the role of the classroom teacher in assessment of special needs and in program design and implementation; as well as knowledge of the utilization of professional and support services.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description The scope of this unit is applied to the classroom teacher screening students for early intervention, assessing students with special needs including gifted and talented, inclusive teaching practices, program design, referral to support services within the schools and in the wider Australian health and education networks and monitoring of progress.

The unit gives a balance of background knowledge of and reflection on, research into special needs and programming as well as hands on practice in assessment tools and strategies for development of faculty and techniques of learning acquisition. UNIT CONTENT Required Knowledge Required Skills and Knowledge of students with special needs and learning difficulties Knowledge including Gifted and Talented children. Aetiology of special needs and impact on learning and behaviour. Indications of the need for assessment and remediation. Resources - diagnostic & support services such as paediatricians, developmental psychologists, school counselors, behavioural optometrists, cranial osteopaths and Extra lesson practitioners.. Theories and research in Special Education including current research in literacy and numeracy, direct instructional technique, development theories, sensory integration, neurophysiological perspectives and the Extra Lesson and allied medical programs. Required Skills Screening for school readiness, early intervention and preventive programs. Inclusive teaching methods and adjustments to the delivery of the curriculum. Monitoring and assessment methods.

Skills in assessing special needs of students including use of Standardised and Diagnostic testing as well as those which are teacher prepared and interpretation of results. Designing individual programs for remediation within the classroom context and for differing student needs with special reference to literacy and numeracy. Implementation, monitoring and documenting student progress, maintaining records. Report writing, and communication with parents.

1. Develop a program 1.1 Specialised knowledge of key issues and approaches in special needs of direct instruction education is applied for a hypothetical case 1.2 An assessment task for a literacy outcome is developed. study of a student with 1.3 A program of instruction for this learning outcome is developed in the special needs. light of the hypothetical assessment results. 1.3 Modelling, guided practice and independent practice are incorporated. 1.4 Adherence to Disability Legislation and Privacy Laws is evident.

2. Outline contribution 2.1 Access to, costs, theoretical base and case studies of a professional of Professional support service are included in research. Support Services to 2.2 Assessment methods are outlined. Special Needs 2.3 Specific areas of special needs relevant to the support service are assessment and identified. Programs. 3. Implement 3.1 Observation of 2 selected students includes a child observation. elements of a program 3.2 Special Needs profile shows programs, resources, interventions and for a Special Needs accommodations observed in relation to 2 identified students. profile of a 3.2 Effective adjustment strategies in learning experiences are noted. Professional 3.3 Elements are informed by current research models as well as Experience Class. developmental theory. 3.4 Elements are sequentially implemented, monitored, records maintained, progress assessed and evaluation included.

4. Teach in schools 4.1 Competency in all the Professional Experience performance criteria is shown See performance criteria of the Professional Experience Handbook listed at the end of the syllabus ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the Performance Criteria, Required Skills and Knowledge and the Course Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate all aspects of the outcomes and performance criteria.

Methods, Conditions Assessment A:

30 and Context of Case Study Assessment 1. Analysis of a given hypothetical study of a child with special needs is undertaken. Design of the assessment task and analysis of hypothetical assessment results are completed. Students develop 3 teaching and learning experiences targeting a specific learning objective. Assessment Criteria 1.1, 1.2, 1.3, 1.4

Assessment B: Support Service Outline I Individually researched study of the contribution of a type of professional support service to development of an assessment profile and the learning support plan. Assessment Criteria 2.1, 2.2, 2.3

Assessment C School Experience Portfolio Professional Experience portfolio of class learning needs profile and Learning log of Special Needs observations and teaching experiences. Lesson plans with adjustments for 2 chosen individual students. Assessment Criteria 3.1, 3.2, 3.3, 3.4

Assessment for this unit will occur within tutorial sessions – Assessment A and B with reference to teaching done during Professional Experience and reflection on practice teaching contexts – Assessment C

Consistency of Two step skills build up of work- A and C Performance C- completed over 3 weeks or 12 days.

Resource Implications tutorial room with space for small group work. Professional Experience placement

TEXT /REQUIRED REFERENCES A book of research, resources and readings is provided by the tutor on current theories and methodologies in Special Needs Assessment and Education including Readings from

Friend,m &Bursuk, W (2002) Including Students with Special Needs :A Practical Guide for Classroom Teachers Boston, Allyn and Bacon. Ashman, A & Elkins, J (Eds) (2002) Educating Children with Diverse Abilities. Sydney:Prentice Hall.

RECOMMENDED READING.

AEPPLI, W. (1955) The Care and Development of the Human Senses, Steiner Schools Fellowship, Forest Row, Sussex. BOTT, V (2004) An Introduction to Anthroposophical Medicine, Anthroposophic Press, NY. BRAITHWAITE, D. S. (1996) How to Learn Faster and Easier, D. J. Braithwaite. CHARD, D. & DICKINSON, S. (2000) Instructional and Assessment Guides. Intervention in School and Clinic. CLAY, M. (1993) Reading Recovery Heinemann, London.

DAVIS, R. (1994) The Gift of Dyslexia Souvenir Press, London. DAWKINS, EDELMAN,and FORKIOTIS. (1990) Suddenly Successful Student, Optometric Extension Program Foundation Inc. G00DRICE, J. (1985) Natural Vision Improvement Vicking Oneil, South Yarra, Victoria GLOCKLER, M. LANGHAMMER, S. WIECHERT, C. (2006) Education- Health for Life Goetheanum Switzerland. GLOCKLER, M. GOEBEL, W. (2005) A Guide To Child Health. Anthroposophic Press JOHNS WOOD, L. You Can read (out of print.) KERR S, THOMPSON AND COSSEY. Family Maths MARGULIES, N (1992) Mapping Inner Space Hawker Brownlau Education. MITCHELL, D. (2002) Developmental Insights- Discussions Between Doctors &Teacher AWSNA Fair Oaks California. PHELANG, B AND KING, J. (1992) Overcoming Learning Difficulties, Doublebay, Sydney. McALLEN, A. (1992) The Extra Lesson. Robinswood Press, Stourbridge MITCHELL, D. (1997) Developmental Insights. AWSNA Publications. SOESMAN, A (1993) The Twelve Senses, Hawthorn Press STEINER, R(1992) Curative Education, Rudolf Steiner Press.. STRAUSS, (1978) Understanding Children's Drawings, Rudolf Steiner Press, London. TOMATIS, A.(1999 Education and Dyslexia, AIAPP Friburg. (1991) The Conscious Ear, Station Hill Press, NY WILLBY, M. E. (1998) Learning Difficulties. Rudolf Steiner College Press. WRIGHT,R. (2001) Count Me In Too Project.

Program and Assess Curriculum (STEPED606A)

Unit Code: STEPED606A

Unit Title: Develop Programs and Assessment

Recommended 30 hours lectures, tutorials, learning support observation and participation. Delivery Mode 12 days block teaching Professional Experience.

Unit Aim/Purpose This unit describes the outcomes needed to program curriculum units and linked assessment as well as to undertake reporting. It therefore asks students to review the rationales for different curriculum frameworks and to reflect on the role of assessment at different stages of child development.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description This unit reviews the rationales for arts-based curriculum, integrated curriculum, international curriculum and child-development based curriculum. The Professional Experience component allows the research and review to develop into deep understanding of authentic situations and brings opportunity for application to classroom situations as well as reflection and evaluation of their own developing skills. It overviews the main lesson curriculum used in Steiner Waldorf schools from its child development base and as an example of an international, integrated and arts-based curriculum.

The scope of this unit is applied to classroom teaching, overall curriculum design, development of assessment and reflective educational practice in teaching, leadership and curriculum support.

CONTENT Different approaches to curriculum development : Required Knowledge National Curriculum, School based curriculum, Integrated curriculum, and Skills Hidden curriculum, Arts-Integrated Curriculum; Curriculum for students with diverse needs. Key elements of program design and assessment. Monitoring and reporting student progress. Evaluating Programs

Arts- integration, Multi-modal teaching - Integrating Key Learning areas The structure of the learning program – learning and memory-: daily rhythms.including the research on the three day rhythm .

Steiner Curriculum- as an example of Integrated arts-based curriculum

Themes for each school year and the link between key points in child development and the main lesson themes.

1. Outline 1.1 Questions on program development, assessment and reporting arise out pedagogical of background literature. principles for 1.2 Investigation of the focus on the child's faculties of thinking, feeling program design, and willing in relation to teaching and learning activities are evident. assessment and 1.3 Elements of arts- based, multi modal learning programs for curriculum evaluation based on design are investigated. a teacher interview. 1.4 The underpinnings of mandatory State regulated and National Curriculum are identified. 1.5 Meaningful synthesis of data and reflections on teaching practice are evident.

2. Design an 2.1. Scope and sequence of teaching and learning activities show clarity integrated program and are appropriate to the stage and class context and the stated outcomes. with 1 week of 2.2 Awareness of the role of rhythm, memory and studies of learning and detailed lesson sleep to program design are included. plans. 2.2 Material is imaginatively transformed to include narrative and visual and performing arts as a bridge between the concrete and the conceptual. 2.3 Integrated assessment and monitoring are embedded into the design of a learning program.

3. Analyse the child 3.1 Key points in the child's cognitive, emotional and physical development development base of between the ages of 5 and 14 are identified. the themes of the 3.2 The connection to the major themes of the Steiner curriculum from Years Steiner main lesson 1 to 8 are linked to child development. curriculum. 3.3 The essential aims and learning described are linked to the understanding of the key experiences which the child will meet.

4. Teach in schools 4.1 A developing capacity for all performance criteria is shown See performance criteria of the Professional Experience Handbook listed at the end of the syllabus ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the performance criteria, Required Skills and Knowledge and the Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must

Evidence demonstrate competence in all Outcomes and Performance criteria.

Methods, Conditions Assessment A: and Context of Written report of 1,000 words in relation to a teacher interview on the topic Assessment of the processes of planning for programming, teaching and assessment. Interview questions are developed out of the research studies and the data gathered is reviewed to look at underpinnings of program design. Assessment Criteria 1.1, 1.2, 1.3 Assessment B: An integrated program overview of 15 lessons across 4 Key Learning Areas – English and Maths, HSIE or Science plus PDHPE and the Creative Arts. One week with detailed lesson plans. Assessment Criteria 2.1, 2.2., 2.3 Assessment C A rationale of a Steiner Curriculum Integrated Main Lesson Theme and an analysis of its placement in the curriculum in relation to the Child Development sequence. Assessment Criteria 3.1, 3.2, 3.3 Assessment D Journal of Professional Experience and Supervising Teacher‟s report, Assessment Criteria 4.1 which covers Criteria 1-8 as per Handbook

Assessment for this unit will occur within tutorial sessions in peer-presentations in Professional Experience placement by supervising teacher in reflection on practice teaching contexts

Consistency of Programming for assessment is taken up over a whole semester and covers Performance 15 lessons. Other units with programming and assessment outcomes ensure consistency over time and a wide variety of applications.

Resource Tutorial room with space for small group work. Implications Professional Experience placement in a school Access to National or State curriculum documents, an International Curriculum and Arts-Integrated Steiner Curriculum.

TEXT and ADDITIONAL REFERENCES A Set of Readings from a wide variety of sources will be provided by the tutor.

REFERENCES BRADY, L & KENNEDY, K. (2007) Curriculum Construction (3rd Ed) Sydney Pearson. CHILDS, G. Steiner Education: Theory and Practice CLOUDER, C (1998) Waldorf Education Floris Books. CUNNINGHAM, J. (2004) Working with Curriculum in Australian Steiner Schools. RSSA Inc EDMUNDS, F (1992) Renewing Education: Selected Writings on Steiner Education Hawthorn Press HARWOOD, A. C. (1982) The Recovery of Man in Childhood Anthroposophical Press, NY. MOSS, J et al (2004) Invitations and Inspirations:Pathways to Successful Teaching. Melbourne

Curriculum Corporation. RAWSON, M (2000) The Educational Tasks and Content of the Curriculum. SEGERS,M, DOCHY, F. &CASCALLAR, E (EDS) (2003) Optimising New Modes of Assessment:In search of Qualities and Standards.Dordrect, Kluwer Academic. SMITH, D and LOVAT,T.J (2003) Curriculum:Action on Reflection (4th Ed) Tuggerah Social Science Press. RUDOLF STEINER: (2003) Foundations of Human Experience Anthroposophic Press (1996) Practical Advice to Teachers Anthroposophic Press. (1997) Discussions with Teachers Anthroposophical Press K. STOCKMEYER: (1991) Rudolf Steiner's Curriculum for Waldorf Schools Robinswood Press http://www.acara.edu.au/publications.html The Shape of the Australian Curriculum English The Shape of the Australian Curriculum Maths The Shape of the Australian Curriculum Science The Shape of the Australian Curriculum History Framing Paper Consultation Report English Framing Paper Consultation Report Maths Framing Paper Consultation Report Science Framing Paper Consultation Report History http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_Goals_for_Youn g_Australians MCEETYA 8th Sep 2008

Apply Artistic Abilities to Arts-Integrated Teaching (STEPED607A)

Unit Code: STEPED607A

Unit Title: Apply Artistic Abilities to Steiner Arts-Integrated Teaching

Recommended 30 hours Delivery Mode

Unit Aim/Purpose This unit describes the outcomes required for class teachers and specialists in Steiner Schools to deliver an arts-integrated curriculum. The unit develops artistic foundation skills in four Creative Arts areas: Music, Speech and Drama, Visual / Plastic Arts and Eurythmy. It focuses on cultivating the inner artistic abilities and practical skills of the teacher as they form essential tools for lesson presentation and creative classroom management in Steiner Schools.

This unit is related to each of the Curriculum-based units - Teach Music, Teach Speech and Drama, Teach Visual and Plastic Arts, Teach Movement to Music and Speech. Those units describe the outcomes required for direct curriculum applications of the practical skills acquired in this unit.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description The knowledge and skills of this unit are essential for all teachers in Steiner Schools, for class teachers as well as specialists. The cultivation of inner artistry in a teacher is what enables him/her to perceive the unseen capacities for growth and development lying dormant in each child and to find ways of calling these capacities forth creatively.

The specific artistic skills developed in this unit are designed to enable the teacher in training to communicate imaginatively, pictorially and creatively in writing, through the spoken word, through choral and instrumental music, and through gesture and personal presence, providing the basis for transforming conceptual material into a holistic, living experience for children.

Intensive instruction in Music, Speech and Drama, Eurythmy, Drawing, Painting and Sculpting also provides a forum for developing imaginative thinking, problem-solving skills and creative strategies for curriculum planning and research.

UNIT CONTENT Required Integrated Knowledge and Skills Required Skills and Music Knowledge Musical mood and intervals and their effect upon the soul life of the child The enhancement of learning through music, rhythm and movement Music and mathematics- form and rhythm Singing as an experience of culture and history – place and time Visual and Plastic Arts Colour in Teaching eg grammatical work Colour and soul moods, temperament and character in story and blackboard drawing representations Form, balance and proportion in aesthetics of the classroom Skills in blackboard drawing with layering of colour Artistry of geometrical patterns, botanical illustrations and maps Speech and Drama Repertoire for integrated curriculum Dramatic presentation of lesson materials Speech and classroom management Eurythmy creating appropriate forms and gestures for integrated curriculum work in English, the Natural World, geometry, grammar. The sense of self-movement and inner picturing of letters and geometrical forms, metamorphosis of forms and symmetry.

OUTCOMES PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge.

1. Demonstrate basic 1.1 Ability to count and clap basic rhythms and to read musical notation at a musical skills and Grade 1 Musicianship level is shown. apply them to the 1.2 Ability to create musical experiences for a Main Lesson and to conduct development of related songs is demonstrated. creative teaching 1.3 Ability to utilise music to bring an experience of different historical practice times and cultures is evident. 1.4 Ability to utilise music as a sensitising and harmonising element in classroom management is demonstrated.

2. Apply a sense for 2.1 A sense of rhythm as it aids in the effective teaching of number musical rhythm to sequences and times tables in group settings is demonstrated. own teaching 2.2 The effective use of rhythm and its application to morning circle is presence and demonstrated. develop specialised 2.3 Features of the effective incorporation of rhythmic work in movement is rhythmic teaching identified, demonstrated and used in programming. skills 3. Demonstrate a 3.1 Ability to choose from a range of expressive styles and adapt material richness of speech and presentation to appropriate age groups is shown. skills in a teaching 3.2 Ability to articulate clearly and audibly is demonstrated in group context presentation. 3.3 Ability to employ a rich vocabulary to build imaginative pictures in the child is evident.

3.4 Specific uses of speech and conscious gesture are employed for 2 Main Lessons.

4. Demonstrate skills 4.1 Suitable material for main lessons in each class level is identified and in dramatic adapted for dramatic portrayal. presentation of 4.2 Appropriate utilisation of movement, gesture, facial expression and lesson material vocal intonation for creating a dramatic presentation of story are shown. 4.3 Portrayal of people, historical events and descriptions of scientific and natural phenomena are given skilful and effective dramatic expression.

5. Utilise visual arts 5.1 Blackboard drawings are planned, designed and drawn as an effective skills in teaching and imaginative expression of story content and form. practice 5.2 Main lesson book illustrations are planned, designed and executed with creativity, beauty and harmony. 5.3 A sense of colour, harmony, form, proportion and balance is demonstrated in the planning, design and execution of maps, geometrical patterns and botanical illustrations. 5.4 Clay objects, sculpture, beeswax figures and other 3-D activities for 2 Main Lessons are planned, designed and modelled with a sense for form, harmony and proportion.

6. Apply movement 6.1 The creative, inner source from which to draw appropriate movement principles of and gestures for communication and classroom management is experienced, Eurythmy to the articulated and demonstrated. development of 6.2 Spatial awareness skills for individual and group settings are identified, creative teaching articulated and embodied in relation to 2 Main Lessons. presence 6.3 Rhythmic and coordination skills for individual and group applications are analysed and embodied in relation to developmentally-based stages. 6.4 Skills in observation and analysis of postural qualities and energetic output in children and adults are articulated and demonstrated.

Methods, Conditions Assessment A and Context of The music tutor observes a peer presentation of music for two main lesson Assessment themes related to different cultural times. Two songs or instrumental pieces are presented for each. Appropriate number work, tables and rhythmic work for a Class 1 or 2 and a Class 3 or 4 is demonstrated. Assessment B The Speech and Drama tutor observes peer presentations of recitation and story for two different classes. Assessment C The Practicum Coordinator and/or tutor view main lesson book illustrations, paintings and photos of blackboard drawings from Professional Experience.

Assessment D 1. Tutor observes end of term presentations of movement skills. Assessment for this unit will occur within tutorial sessions in peer-presentations / simulated classroom settings in reflection on practice teaching contexts

on work completed in own time

Consistency of Assessment is undertaken throughout the year for this unit and is assessed Performance by 4 different tutors.

Resource tutorial room and larger performance space Implications Art materials and workbenches Musical equipment for singing(piano), instrumental work and percussion.

TEXT and Please see Units of the Teach Music, Teach Speech and Drama, Teach ADDITIONAL Visual and Plastic Arts and Teach Eurythmy. REFERENCES

Curriculum Studies Strand

Teach English Literature and Language Skills (STECUR601A)

Unit Code: STECUR601A

Unit Title: TEACH ENGLISH LITERATURE AND LANGUAGE

Recommended 30 hours face to face lectures, tutorials and workshops Delivery Mode

Unit Aim/Purpose This unit aims to develop an understanding of the Steiner English Curriculum Class 1 to 6 and an overview of 7 and 8 in the context of current educational requirements and mandated State and National curriculum. It also fosters the skills necessary to teach the language arts and to focus on the stream of literary resources from myths, legends, fables and fairy tales to more modern epic, lyric and dramatic sources.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description Students will explore the sequence of arts-integrated English Main Lessons in relation to child development. These will cover literary content from the earliest fairy tales and Celtic, Russian and Aboriginal legends to the Norse, Indian, Persian, Egyptian and Greek and Roman myths as well as the literature of the Middle Ages and Renaissance.

The integration of the elements of Listening, Speaking, Handwriting, Reading, Spelling, Grammar, Creative Writing and Media Studies will occur thematically as well as being covered in their methodologies for sequential learning.

Students are expected to continue to develop a wide knowledge of world literature throughout the unit and to explore the archetypal pictures of human evolution within the stories to perceive their value and continued relevance today.

The scope of this unit is applied to class teachers throughout the primary school and also to those who wish to take up further training to become library teachers.

UNIT CONTENT Required Knowledge and Skills Required Skills and Understanding of the historical epochs in human development as reflected Knowledge in literature In depth understanding of child development from the 6th to 14th years Understanding of optimal sequencing and teaching method of English language skills including Oral Expression as the beginning of Language Enrichment, Reading through Writing, Thematic Spelling units, Creative Writing developed out of immersion in the beauty of literature and early factual recall. Understanding of the relationship between quality literature, richness of vocabulary and finely differentiated thought. Relationship of grammar to the inner life – orientation in time and unfoldment of destiny and the tenses; orientation in space and the prepositions; empathy and the passive voice; the conditional and subjunctive and the development of conscience and altruism. Skills in integrated lesson planning with narrative focus and imaginative teaching methods. Understanding of representation of Archetypes within the soul/spiritual realm of Fairy Tales and mythology

1. Apply child 1.1 The rationale behind the sequential Literature curriculum is delineated development 1.2 The value of traditional literature is identified. principles to 1.3 The Main Lesson themes are clearly charted against the class curriculum specialized 1.4 The integration of English with other KLA‟s and in particular HSIE is knowledge of the evidenced in an integrated lesson sequence. English Literature 1.5 Artistic, multimodal and imaginative teaching methodologies are used. Curriculum. 2. Teach English 2.1.Age appropriate language teaching topics and methodologies are used Language skills in 2.2.Skill steps are built up sequentially with evidence of understanding of integrated the inner processes required in the child to complete these curriculum 2.3 Language activities show skilful and correct handwriting script, appropriate colour choice for grammatical forms, clear gesture in illustration of early letter forms and correct spelling and syntax. 2.4 Different methodologies and resources for teaching of reading, writing and spelling are evaluated. 2.5.Appropriate age for and use of textbooks is illustrated 2.6 Creative writing lessons show understanding of the use of early directed factual stories

3. Appreciate 3.1 Evidence of wide and rich reading is shown children‟s literature 3.2 A range of children‟s books is evaluated and quality literature and chose or write appropriate to the age is selected and tell appropriate 3.3 A traditional literary source such as a fairy tale is interpreted in the light stories of archetypal development and paths of initiation. 3.4.The story is told in a fluent and confident manner appropriate to the age

and with regard to appeal to the different temperaments 3.5 Healing stories are interpreted and own stories written are linked to healing archetypes

4. Reflect on the 4.1 The evolutionary picture given by Rudolf Steiner is reflected on in light path of human of modern schema. evolution. 4.2 The relationship between evolutionary phases, history and curriculum Shifted from STEPRO603A for children of different school ages is reviewed. 4.3 The role of education in the 21st century is reflected on with respect to the strengthening of the will, capacity for imagination, inspiration and intuition and enlivened thinking. 4.4 Paths of initiation in esoteric Christianity have been considered.

ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the performance criteria, Required Skills and Knowledge and the Assessment Guidelines. Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate:

Methods, Conditions Assessment A and Context of A chart of Main Lesson themes and literary resources aligned with teaching Assessment methodologies is developed and a personal statement or rationale of choice of curriculum resources and methodologies outlined. 1.1, 1.2, 1.3 Assessment B An integrated 3 week Main Lesson outline with 3 day rhythm is written in which HSIE theme, literature or mythology texts and English language skills are integrated with artistic presentation through both the visual and performing arts. A minimum of 4 detailed lesson plans with Main Lesson double pages are shown with writing and illustration. A rationale outlines the class context and the reason teaching methodologies were chosen. Assessment Criteria 1.4, 1.5, 2.1, 2.2, .2.3, 2.4, 2.5 Assessment C 500 word interpretation, drawing sequence in colour and story rendition A traditional story is chosen by the student and prepared for telling to the group. An archetypal interpretation is also presented which links to the age of the class and the pictures of the development of human consciousness in the story. This includes a sequence of pictures that embody the path of initiation or archetypal unfoldment. Assessment Criteria 3.1, 3.2, 3.3, 3.4, 3.5; 4.1,4.2,4.3,4.4 Assessment for this unit will occur within tutorial sessions in peer-presentations / simulated school settings in reflection on practice teaching contexts on assessment prepared in own time

Consistency of assessment occurs over the whole course and through 4 sample tasks

Performance

Resource tutorial room with space for small group work Implications blackboard and Main Lesson books for sample writing rich library of literary resources

TEXT and ADDITIONAL REFERENCES

TEXT – A Book of Readings will be supplied by the tutor. The relevant State and /or National Curriculum documents, units of Work, Work Samples are also required for each state of delivery

References CAMPBELL, R. & GREEN, D (Editors)(2003) Literacies and Learners. Sydney: Prentice Hall. 2nd Edition. COLLERSON, J (1997), Grammar in Teaching, Sydney: PETA CULLINAN,B.E. & PEARSON, D.G. (Eds) (2003) The Continuum Encyclopeadia of Children‟s

HARRER, D. (2007) An English Manual, Association of Waldorf Schools JAFFKE, C (Editor)(1985) Materials For Language Teaching Bund der Freien Waldorfschule JAFFKE, C.(1982) Rhythms, Rhymes, Games and Songs in the Lower School (1983) Tongue Twisters and Speech Exercises.(1984) Plays for the Lower and Middle School. (1986) Poems for the Lower and Middle School. R.S.College Press. KORNBERGER, H (2006) n Story Medicine and How to Make It. Integral Arts Press LYNCH-BROWN,C. & TOMLINSON, C.M. (2005) Essentailas of Children‟s Literature (5th Ed) Boston Pearson. McALLEN, AUDREY: Teaching Children to Write. MATHEWS, P (1994). Sing Me The Creation. Hawthorn MELLON, M. (2000) Storytelling With Children. Hawthrone Press Lansdowne. (1998) The Art of Storytelling. Element Melbourne. MULLER, HEINZ: (1983) Healing Forces in the Word and its Rhythms. Kolisko Archive Publications For Rudolf Steiner Schools Fellowship Publications. STEINER, R. Creative Speech. (Out of Print- copy in library) The Alphabet. (Out Of Print- copy in library) (2008) Speech and Drama Anthroposophic Press Poetry And The Art Of Speech London School Of Speech Formation.- Out of Print THOMAS, HEATHER (1987) Journey Through Time in Verse and Rhyme - Rudolf Steiner Press. UNSWORTH, L. (2001) Teaching Multi-literacies Across the Curriculum, Buckingham: Open University Press WINCH, G , JOHNSON,R , MARCH, P , LJUNDAHL, L & HOLLIDAY, M. (2006) Literacy, Reading, Writing and Children‟s Literature., South Melbourne, Oxford University Press.

MULTIMEDIA: http://www.acara.edu.au/publications.html The Shape of the Australian Curriculum English Framing Paper Consultation Report English http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_Goals_for_Youn g_Australians MCEETYA 8th Sep 2008 http:/ /www.boardofstudies.nsw.edu.au www.steinerwaldorfeurope.org.uk Alliance for Childhood – Academic, Research Group

44 www.allianceforchildhood.org.uk Association of Waldorf Schools of North America

SUPPLEMENTARY NARRATIVE SOURCES A wide range of Australian Literature including Indigenous literature. Ancient Mythologies- Indian, Persian, Egyptian, Greek, Roman Myths. AESOP. Fables -Various editions COLUM, P. (2002) The King Of Ireland‟s Son Floris Press, Edinburgh GREEN, R. (1960) The Myths of the Norsemen Penguin Books KNIJPENGA, S. Stories of the Saints. Floris Books MAYO, M: (1993) The Orchard Book of Magical Tales Retold by Margaret Mayo Orchard Books. Saints, Birds and Beasts. MELLON N. (1992) Storytelling and the Art of Imagination. Element Press, Rockport. MEYER, R.(1998) The Wisdom of Fairy Tales. Floris Books, Edinburgh. SHEDLOCK, M. (1992) Story telling and the Art of Imagination, Element VARIOUS Russian Folk Tales -Various editions.

Teach Mathematics (STECUR602A)

Unit Code: STECUR602A

Unit Title: Teach Mathematics

Recommended 30 hours face to face lectures, tutorials and workshops Delivery Mode

Unit Aim/Purpose This unit aims to foster reflection on the nature and methodology of mathematics teaching and the progression of different curriculum skills in relation to child development. Skills for the development of teaching, learning and assessment strategies and understanding of the interface of the Steiner Curriculum with State/National Curriculum are also developed.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Units STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description This unit describes the outcomes required to teach mathematics as a Steiner Class Teacher (Classes 1-8). The unit builds on the study of the nature of the mathematical view of the world in the first year of the Advanced Diploma and reflects on the student‟s personal connections and beliefs as well as a review of teaching methodologies. Thus it covers the pedagogical background to curriculum indications, child development sequences of mathematics teaching and arts-integrated, problem-based, concrete, experiential and narrative based teaching methods. It should be noted that the Space and Geometry strand is covered separately in Teach Form Drawing and Geometry.

The scope of this unit is applied to mathematics teaching in a Steiner primary school setting although the knowledge and skills cover state curriculum in this process. The mathematics could be applied in integrated teaching units as well as practice lessons, meeting needs of diverse learners and liaison with learning support.

UNIT CONTENT Required Skills needed to achieve the performance criteria include; Required Skills and computational and algorithmic skills in mathematics to Year 6 level Knowledge Exploratory, active, imaginative, artistic lesson plans - including use of problem-based or active learning challenges, narrative with visual images, exploration and discovery, drawing, painting, drama, verse and song, body percussion, rhythmic movement and craft. Use of Practical and authentic applications - May include cooking, building, craft and farm activities as well as mapping, graphs, timetables, budgets, business plans and

Required Knowledge is required for age-appropriate lessons in the classroom. Deep insight into the following is required: Sequence of mathematical skills includes Mathematics Syllabus indications and Curriculum Guidelines Classes 1-8 in Sate and Steiner Syllabus documents Teaching Methodologies and Child development stages Classes 1-8 Classroom management principles and practices. OH&S Procedures Resources overview including concrete materials, measurement tools, student workbooks, homework books, games, maps, graphs, resource kits. Number patterns in the natural world -This includes plant and animal morphology, mineral and shell growth structures, forms and ratios in the human body, cosmic time cycles, and astronomical patterns of movement.

1. Analyse how 1.1Principles of child development are applied to the sequence of children learn mathematical skills. mathematics at each 1.2 The importance of teaching through the whole body and multiple stage of child intelligences is delineated. development. 1.3 The importance of the narrative and pictorial basis of mathematics teaching is outlined. 1.4 The existence of number patterns in the natural world is discovered and understood. 1.5 Importance of a love of mathematics and connection to its wonders is understood to overcome fears in the child.

2. Demonstrate 2.1 Awareness of child development stage –related outcomes is shown. ability to plan and 2.2 Active, imaginative, artistic lesson plans are created. evaluate age- 2.3 Practical and authentic applications of mathematical skills are explored appropriate active, in lessons. exploratory, arts- 2.4 Original activities and games are created. integrated lessons 2.5 Resources are evaluated for imaginative and artistic quality and age- and assessment. appropriateness.

3. Plan and evaluate 3.1. Extended knowledge of age-appropriate assessment methods is assessment tasks for displayed. mathematics lessons. 3.2 The alignment of lesson outcomes and assessment is understood in the context of transformation of learning over time and through different modalities. 3.3 Lesson plans include assessment which is integrated and observation based as well as formal and summative assessment in later stages. 3.4. Assessment is evaluated for alignment with outcomes, accuracy and reliability as well as learning integration.

ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the performance criteria, Required Skills and Knowledge

and the Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate competency in all outcomes and performance criteria.

Methods, Conditions Assessment A and Context of Students develop two small activities for peer teaching. One is a game Assessment which works with Stage 1 mathematical skills and the other is a problem- based learning task for Stage 2. Assessment B An overview of a unit of work is created which focuses on measurement in stage 2. Three sample lesson plans are prepared. A rational is written of the teaching methods chosen and an overview of the experience in this strand in Stage 1. Assessment C An in-class written assessment of mathematics teaching skills through commenting on scenario- based questions from the classroom. Insight into curriculum and teaching methods is required for analysis of teaching situations. Assessment for this unit will occur within tutorial sessions in peer-presentations / simulated classroom settings in reflection on practice teaching contexts Consistency of The three assessments occur over the whole year Performance The final assessment reviews previous work studied Resource tutorial room with space for small group work. Implications Measurement apparatus – examples of different types of scales, metre ruler, mm & cm cubes, clocks, measurement wheels, capacity containers TEXT and ADDITIONAL REFERENCES TEXT – a Book of Readings is supplied by the tutor. The relevant State or National Curriculum documents are also required.

REFERENCES BARRAVALLE, H (1996) ) The Teaching Of Arithmetic And The Waldorf School Plan. Waldorf School Monographs. (2001) Mathematics Lessons For Junior Grades. Waldorf School Monographs FAIRMAN, E. A Path of Discovery. Grades 1-8. Self Published, Hobart Tasmania. JARMAN, R (1998) Teaching Mathematics in Rudolf Steiner Schools HOBDEN, S. (2001) In Numeracy and Beyond J. Bobis, B. Perry and M. Mitchelmore (Editors). Proceedings of the 24th Annual Conference of the Mathematical Educational Research Group of Australasia Inc (op 281-288), Sydney: MERGA KENNEDY, L. M. (1973) Games for Individualising Mathematics Learning - Charles E. Merrill. MILES, G. Teaching Fractions the Fun and Easy Way. NCTM (2000). Principles and Standards for School Mathematics (A Vision for School Mathematics p. 3, 4, 8, 16-21), Reston: NCTM. RHEYS, SUYDAM & LINDQUIST Helping Children Learn Mathematics SCHUBERTH, E. (2002) Mathematics Lessons for the Grades. AWNSA Press. N.S.W. Department of Education and Training Developing Efficient Numeracy Strategies. Stage I & 2, Sydney PAYNE, J. (1990) Mathematics for the Young Child, Preston Virginia: N.C.T.M. RENWICK SHEEN,A. (2002) Geometry and Imagination AWSNA.

WILKINSON, R (1994) Teaching Mathematics. Rudolf Steiner College Press YORK, J (2004) Making Math Meaningful , Whole Spirit Press VARIOUS (1975) Child And Man Extracts - A collection of articles from Child and Man magazine - Steiner Schools Fellowship,UK.(Out of print - available in library) ZEVEN BERGEN, R, DOLE, S, WRIGHT, R. (2004) Teaching Mathematics in Primary Schools. Sydney :Allen & Unwin.

JOURNALS Teaching Children Mathematics (U.S.A.) Australian Primary Mathematics Classroom (Australia)

MULTIMEDIA: http://www.acara.edu.au/publications.html The Shape of the Australian Curriculum Maths Framing Paper Consultation Report Maths http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_ Goals_for_Young_Australians MCEETYA 8th Sep 2008 http:/ /www.boardofstudies.nsw.edu.au www.steinerwaldorfeurope.org.uk Alliance for Childhood – Academic, Research Group www.allianceforchildhood.org.uk Association of Waldorf Schools of North America

Teach Form Drawing and Geometry (STECUR603A)

Unit Code: STECUR603A

Unit Title: TEACH FORM DRAWING AND GEOMETRY

Recommended 12 hours face to face lectures, workshops and tutorials Delivery Mode

Unit Aim/Purpose This unit describes the outcomes required to teach form drawing and geometry as a Class Teacher (Classes 1-8). The content covers the pedagogical background to the subject matter, curriculum indications and syllabus. Child development linked sequences are explored and teaching methods which are movement based are applied.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description and The knowledge and skills of this unit are applied to the Mathematics KLA Application Space and Geometry strand of the curriculum as a Class Teacher or may in certain circumstances be taken up by a specialist teacher supporting the Class Teacher in this subject. As such it would form the full initial training for this subject area. The unit can be applied also in preparation for handwriting in Stage One, in unfoldment in development of flexible thought and metamorphosis, in special needs and remedial work in small groups or individually.

This describes the essential skills and knowledge and their level, required for this unit. Skill is required to complete symmetrical forms, finish sequences including those with metamorphosis of form, develop flow and rhythmic progression. Develop imaginative, dynamic pictures to enliven forms and present them through narrative image, gesture, whole body movement, speech and later fine motor skills.

Knowledge is required to apply age appropriate lessons in the classroom. Deep insight into the following is required: Curriculum Guidelines Classes 1-8 Teaching Methodology Classes 1-8 Rationale for inclusion of form drawing in the curriculum including development of imaginative visualization. Use of balance and rhythm and importance of exercises in symmetry and metamorphosis. Value of from drawing as a precursor to writing, aid in development of

flexible thinking. Form and counter form and the development of individuality. The connection of form drawing with the four temperaments. Script of form and gesture in nature including :mineral, animal and plant forms and growth patterns ; astronomical and cosmological forms and rhythmic patterns; forms of human growth, anatomy and physiology; forms of number and geometry

Sequence of form drawing and geometry skills. Class 1 Straight line, curve, spirals Class 2 Vertical symmetry, lemniscates, transformations of straight and curved lines Class 3: Class 4: Freehand geometry of circle forms, triangles and quadrilaterals. Class 5: An overview of the discovery of the triangles and regular quadrilaterals contained in the archetypal circle pattern and the quality of each one The development of the skill to describe forms using geometrical instruments. The use of colour in revealing the quality of each form. Class 6: Introduction to the metamorphosis of geometrical form with stress on arithmetical and geometrical progression out of which the ability to create spirals emerges. Class 7: Overview of mathematics and form in the human being and in nature, Pythagoras theorem. Class 8: Overview of structures of Solid (Platonic) Geometrical forms.

Forms and geometrical patterns in the natural world Includes but is not limited to plant growth and animal morphology, mineral and shell growth structures, forms in the human body and astronomical patterns of movement.

Active, imaginative, artistic lesson plans Includes use of : Narrative with visual images, exploration and discovery, drawing, painting, drama, verse and song, body percussion, rhythmic movement and craft.

Practical and authentic applications May include times tables patterns, plant forms, forms from ancient cultures and astronomical movement forms.

Transformation of learning over time and through different modalities. The rhythms of time include – the 3 day rhythm, the rhythms of the week, month and year and are related to processes in sleeping and waking and memory. Different modalities such as speech, music, movement, rhythm, visual arts, and sculpture are implemented with understanding from artistic teaching methods and multiple intelligences or multi-modal approaches of arts integration.

OUTCOME PERFORMANCE CRITERIA Performance criteria describe the required performance needed to

demonstrate achievement of the element. Where bold text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Analyse how 1.1Principles of child development are applied to the sequence of form children learn form drawing and geometry skills. drawing and 1.2 The importance of teaching through the whole body and multiple geometry at each intelligences is delineated. stage of child 1.3 The importance of the narrative and pictorial basis of form drawing and development. geometry teaching is outlined. 1.4 The existence of forms and geometrical patterns in the natural world is discovered and understood.

2. Demonstrate 2.1 Awareness of child development stage –related outcomes is shown. ability to plan age- 2.2 Active, imaginative, artistic lesson plans are created. appropriate arts- 2.3 Practical and authentic applications of form drawing and geometrical integrated form skills are explored in lessons. drawing and 2.4 Resources are evaluated for imaginative and artistic quality and age- geometry lessons. appropriateness.

3. Evaluate 3.1 The alignment of lesson outcomes and assessment is understood in the assessment criteria context of transformation of learning over time and through different for form drawing modalities. and geometry. 3.2 Lesson plans include assessment which is integrated and observation based as well as formal assessment in later stages.

Content Required The range statement relates to the unit of competency as a whole. It allows Knowledge and for different work environments and situations that may affect performance. Skills Bold italicised wording in the Performance Criteria is detailed below.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate:

Methods and Weekly review at the beginning of each session is presented in pairs or Conditions of small groups and is assessed by tutor for each student once a term. Assessment Assessment of pedagogical principles may be in tutorial through discussion as well as evidenced in content of written lesson plans. Evidence of competency in lesson planning and assessment is evidenced through peer presentation, practice teaching report and/or the written lesson plans.

Resource Access to references listed below in the bibliography are required. Implications Tutorial room with space for peer presentations.

Consistency of Competency should be demonstrated in a Class 1-5 form drawing lesson, Performance full portfolio of all forms drawn as well as a Class 4-8 geometry portfolio of all completed constructions .Weekly review is done by individual students each term

Context of Assessment for this unit will occur Assessment within tutorial sessions in peer-presentations / simulated workplace settings in reflection on practice teaching contexts

TEXT and Recommended Reading TEXT A Book of Readings is supplied by the tutor. The relevant State or National Curriculum documents are also required.

REFERENCES BARRAVALLE, H: (1991) Geometric Drawing and The Waldorf School Plan. Rudolf Steiner College Press. BLACKWOOD, J (2006) . Mathematics Around Us. Floris Books BREIDWICK, A: (2000) Form Drawing, (A Typewritten Manuscript – publisher Steiner Schools Fellowship HAEKEL, E. (1974) Art Forms in Nature. Dover Publications New York. KIRCHNER, H. Dynamic Drawing. KUTZLI, R (1986) Creative Form Drawing, Volumes 1, 2 and 3 Hawthorn Press, Stroud McALLEN, A: (2001) Teaching Children Handwriting, Rudolf Steiner College Press, London. NIEDERHAUSER, H. R. and FROLICH, M (1974) Form Drawing Mercury Press. SCHNEIDER, M The Beginners Guide to Constructing the Universe. SCUBERTH, E. Geometry in the Waldorf School. STEINER, R: (1976) Practical Advice to Teachers, Lecture 4. Rudolf Steiner Press, London. (1981) A Modern Art of Education, Rudolf Steiner Press, London. (see lecture 9) (1995) Kingdom of Childhood, Anthroposophic Press, SCHNEIDER, M(1994) A Beginners Guide to Constructing the Universe -The Mathematical archetypes of Nature. Art and Science. Harper Perrenial. LAWLER (1982) Sacred Geometry- Philosophy and Practice. Thames and Hudson, London. SHEEN, A.R.(1998) Geometry and the Imagination, AWSNA Publications SWANSON, H. (1987) Geometry for the Waldorf High School. EDWARDS, L (2003) Projective Geometry -Floris KELLER, A. (1971) Encounters with the Infinite Walter Keller Press, Domach, Switzerland.

Teach Science (STECUR604A)

Unit Code: STECUR604A

Unit Title: TEACH SCIENCE

Recommended Delivery 20 hours face to face lectures, tutorials, workshops. Mode

Unit Aim/Purpose This unit describes the outcomes needed for Science Teaching in a K-8 classroom. It reviews the philosophy and rationale for Science and Technology teaching and further equips students with the skills to plan and teach well-researched and developed science lessons.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description and The scope of this unit is applied to Science teaching in Classes K-8 or 5- Application 14 years of age. The integrated knowledge and skills may be applied to curriculum design, design of practice lessons and assessment methods. It may relate to delivery in whole class, group or individual programs.

The unit allows students to reflect on their own understanding of learning and teaching in Science and Technology, based on reading of the literature, evaluation of curriculum approaches and experience of modeled lessons. It examines artistic, imaginative and phenomenological science lessons including those developed in integrated Steiner Curriculum. The further work of applied skills in Technology is in the Unit -Teach Technology.

UNIT CONTENT This unit deepens the knowledge of content disciplines and processes of Required Skills and Science and Technology. Knowledge Required Knowledge: Theories of Child development in relation to the movement from imaginative, narrative based curriculum to objective and phenomenological experiences and deductive thinking.

Curriculum approaches to teaching The Natural World Nature in home surroundings Farming/Gardening Animals- Zoology Plants- Botany The Earth- Geology

The Cosmos- Astronomy Physics- Heat, Light, Sound, Electricity Human Physiology and Anatomy

Required Skills: Design and implementation of creative and active Science Curriculum lessons. Design of integrated curriculum including key science experiences. Application of understanding of how children experience the world to the fostering of coherent and meaningful world views which lead to the possibility of independence of thought, initiative and altruism.

OUTCOMES PERFORMANCE CRITERIA Integrated Knowledge / Performance criteria describe the required performance needed to Skills demonstrate achievement of the outcome.

1. Develop evolving 1.1 The laws underlying natural phenomena have been analysed personal theories and 1.2 Approaches based on narrative, experiential learning, teaching criteria of science phenomenological observation and experimental hypothesis and proof and and technology education. their underlying paradigms have been reviewed as well as the use of information technologies. 1.3 Insight into the development of children‟s understanding of, and relation to, the world, which leads to the development of meaningful connections and altruistic initiative, is evident. 1.4 The theoretical assumptions and key ideas underpinning the current legislated State or National Curriculum are outlined. 1.5 Reflective process entries show evolving and deepening personal understanding in relation to theories of science and science teaching.

2. Develop science 2.1 Areas of content covered in the Science curriculum are related to child curriculum lesson development sequences. sequences and assessment 2.2. Lesson sequences include skills in narrative methodology, strategies. phenomenological observation and investigative techniques 2.3 Stories portraying nature processes in imaginative form for Class 1 and 2 are the student‟s original creation. 2.4 Artistry, imagination and coherence of meaning are included in Main Lesson sequences.

3. Design and undertake 3.1 A process of wonder at the phenomena is facilitated before the experiments that facilitate objective recording of observations in Stage 3 Physical Phenomena. observation of physical 3.2 Experiments are safe and appropriate for students to implement. phenomena. 3.3 Conclusions are developed out of appropriate thinking processes over time.

ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the Performance Criteria, Required Skills and Knowledge and the Course Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate all aspects of the outcomes and performance criteria.

Methods, Conditions and Assessment A Context of Assessment A Two-part Reflective Essay. Part A An initial exposition on developing personal theories of learning and teaching science and technology, the relationship between science and technology and a review of different theories and approaches: including phenomenological approaches, descriptive/narrative method and arts integrated teaching as well as an historical approach to technology and the built environment.. Part B This component reviews classroom experience over both semesters in Year 2 and outlines the development of insight as well as further review of theories of teaching and learning. It focuses on how the teacher builds a healthy relationship of the child to the world: both natural and that made by humanity. Assessment Criteria Outcome 1 – Criteria 1.1, 1.2, 1.3, 1.4, 1.5

Assessment B: The development of the curriculum on the Natural Environment is to be summarised and for each stage a science unit with a sequence of Main Lessons is to be overviewed with the development of a full lesson plan and bookwork sample. This should include 3 of the following - a Unit on the Animal Kingdom, the Plant Kingdom, the Human Body (Anatomy and Physiology), Geology or Astronomy (Earth and its Surroundings) as well as an experiment and lesson plan in Physics (Physical Phenomena) which is to be presented to the group.

Assessment Criteria Outcome 2 and 3 Criteria 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3

Assessment will occur within tutorial sessions in peer-presentations / simulated school settings

Consistency of Two part essay shows development over time. Performance Lesson sequences are developed throughout the semester Resource Implications tutorial room with space for small group work access to a science laboratory or relevant equipment for physics experiments TEXT and ADDITIONAL REFERENCES TEXT - A Set of Readings of Research on Approaches to Teaching Science and Technology Provided by the tutor. The relevant State or National Curriculum documents are also required.

REQUIRED REFERENCES available in the student library RAWSON, M (2000) The Educational Tasks and Content of the Curriculum- Science Curriculum section. MASTERS, B.ed. Waldorf Curriculum Studies – Science in Education Additional References AWSNA (Quarterly) Waldorf Science Newsletter ABRUSCATO, J. (1996) Teaching Children Science. Prentice Hall ABRUSCATO, J. (2000) Teaching Children Science: A Discovery Approach (5th Edition). Boston: Allyn

& Bacon. ADAMS, G The Plant Between Sun and Earth. Out of Print CLOOS, W (1977) The Living Earth. Landthorne Press EAKIN, M.(1994) Aboriginal Perspectives to Science and Technology K- 6. Dubbo, NSW. NSW Department of School Education, Western Region Aboriginal Education Support Unit. DAWSON, V. & VENILLE, G. (2007) The Art of Teaching Primary Science. Crows Nest. Allen and Unwin. EDELGLASS et al (1997) The Marriage of Sense and Thought Lindisfame Books. FAIRMAN, E.(2000) A Path of Discovery. Science Curriculum Grade Six. Self Published (2001). Special Physics Program. Self Published (2000) Class Six Physics Resource Notes. Self Published. GROHMANN, G. The Living World of Plants AWSNA Press LEHRS, E. (1985) Man or Matter, Rudolf Steiner Press (Out of Print) KLOCEK, D. (1990) Drawing from the Book of Nature. Rudolf Steiner College Press. KOLISKO, E (1997) . Zoology For Everybody. Kolisko Archive Publications. KOVACS, C. (2005) Botany Floris Books. MASTERS, B. (1992) Science in Education. Hawthorn Press MIRBT, R. An Introduction to a Study of the Stars NSW Department of Education and Training Environmental Education Policy for Schools. NSW: Department of Education and Training MITCHELL, D & PETERING, J (Eds) (1994-2003) Waldorf/Science Newsletter AWSNA Press SEAMON, D. & ZAJONC ed. Goethe‟s Way of Science. SKAMP, K. (Ed) (2008) Teaching Primary Science Constructively. Melbourne. Thomson. SOUTH AUSTRALIAN DEPARTMENT OF EDUCATION AND CHILDREN'S SERVICES & COMMONWEALTH DEPARTMENT OF EMPLOYMENT, EDUCATION AND YOUTH AFFAIRS (1996). Aboriginal Perspectives Across the Curriculum. South Australia: DECS STEINER, R. Practical Advice to Teachers Lecture 7 Fundamentals of Human Experience Lectures 3,4. TROSTOLI, R.(2001) Physics is Fun. AWSNA UNGER, G. (1995) Forming Concepts in Physics Parker-Courtney Press VON BARAVALLE, H (1988) Waldorf Education for America Parker - Courtney Press. Astronomy, an Introduction. Introduction to Physics VON MACKENSEN, M. (1994) A Phenomena Based Physics, AWSNA Fair Oaks California WILKINSON, R. (1995) Human Being and Animal World – a study for children aged 10. AWSNA

MULTIMEDIA: http://www.acara.edu.au/publications.html The Shape of the Australian Curriculum Science Framing Paper Consultation Report Science http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_Goals_for_Young_A ustralians MCEETYA 8th Sep 2008 http:/ /www.boardofstudies.nsw.edu.au www.steinerwaldorfeurope.org.uk Alliance for Childhood – Academic, Research Group www.allianceforchildhood.org.uk Association of Waldorf Schools of North America

Teach Technology – Handwork and Woodwork (STECUR6O5A)

Unit Code: STECUR605A

Unit Title: TEACH HANDWORK, WOODWORK AND TECHNOLOGY

Recommended 20 hours face to face lectures, tutorials and workshops Delivery Mode

Unit Aim/Purpose This unit describes the outcomes required to Technology including Handwork and Woodwork as a Class Teacher (Classes 1-8) in a Steiner School. The content covers the background to curriculum indications, development of skills and lesson planning. Skills in sewing, wool crafts, felting and doll making will be covered as well as those involved in simple woodwork projects with hand tools and in design and technology.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description and The outcomes of this unit are applied to the teaching of Technology in Application State/National curriculum K-6. As Steiner primary schools have a strong focus on Handcrafts it may be applied to support a Handwork or Woodwork teacher in a Steiner school where there is one or to teach these subjects to their class when there is no specialist. In Steiner schools the history of technology is covered in relevant integrated curriculum units thus they are applied to support thematic Main Lesson studies eg House Building (building) , Acoustics (instrument making) , Craft (knitting needles, looms), History of Writing (pen and inkwell). The skills developed in this unit are also part of the training of the aesthetic and will faculties of the teacher of an arts integrated curriculum.

Those who seek to become Steiner school specialist woodwork or handwork teachers would need to complete ongoing in-service training to continue to develop this speciality.

UNIT CONTENT Required Knowledge Required Skills and Technology, Craft and woodwork syllabus indications and curriculum Knowledge Classes 1-8 Design principles relating function and form Child development stages Classes 1-8 in the Steiner Curriculum Teaching Methodologies Classes 1-8 of the Steiner Curriculum Lesson Plan outlines or templates Classroom management principles and practices OH&S Policy

Required Skills What specific skills are needed to achieve the performance criteria? Skills in design and building of technology projects – model house, knitting needles, simple musical instrument. ability to do fingerknitting, french knitting, plain and purl knitting and shaping. skills in reading knitting patterns, adjusting patterns for size and simplifying patterns for children. ability to do chain, double and treble crochet and make a granny square. Sewing skills including tacking, blanket stitch, cross stitch, simple embroidery and back stitch. Skills in design of 3-d felt animals and their shaping through gussets and stuffing. Skills in doll-making and simple clothing for dolls. Skills in 3 of the following – silk painting, screen printing, mask making, felting, batik, tie dyeing or weaving. Skills in rasping, filing, sanding and polishing timbers.

1. Demonstrate 1.1 Beauty of form related to function and colour harmony are displayed. mastery of the skills 1.2 Neat finishing of articles is evident. of technology, craft 1.3 Rhythmic flow of movement is achieved. and woodwork 1.4 Fluency in basic skills and diligently attention to detail and aesthetics. syllabus projects 1.5 Work is undertaken cooperatively with other students demonstrating assisting skills in the group. 1.6 Natural fibres – their ecological advantages and aesthetics are valued.

2. Delineate the 2.1 Value of craft and woodwork is related to soul development and connection between metamorphosis of faculties. the child 2.2 The pedagogical underpinning is communicated in easily understood development stages language for parent helpers. and the technology curriculum and teaching methods for each stage.

3. Plan craft and /or 3.1 Materials are sourced and preparation and distribution outlined with woodwork lessons. value placed on natural fibres and timbers. 3.2 Steps in each craft, technology or woodwork project are identified and planned in the lesson through story, poem, movement and/or visual form linked to the age of the class.

3.3 Lesson plan including classroom management procedures and facilitation of parents/assistants is reviewed and evaluated. 3.4 Plans for use and supervision of tools and implements is in accordance with the OH&S requirements of the school.

ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the performance criteria, Required Skills and Knowledge and the Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate:

Methods, Conditions Assessment A and Context of Portfolio of all completed work samples with process diary and Assessment patterns/techniques as well as reflection on relationship to child development. Tutor notes student interaction and skill development in tutorials. Assessment B A lesson plan for a unit of work on House Building is prepared and a rationale for the age and related Main Lesson given with a sample building.

Assessment for this unit will occur within tutorial sessions related to completed samples in reflection on practice teaching contexts

Consistency of weekly sessions are observed by tutor. Performance Portfolio is completed weeklyover the whole unit

Resource tutorial room with space for large worktables Implications References as listed below are required for patterns, pedagogical study and curriculum outlines. A woodwork area with hand tools is needed. A wet area for working with vegetable dyes, felting and tie-dying. Sewing needles, knitting needles and crochet hooks are bought by the student from the supplies of the seminar or alternate sources. Weaving looms, silk painting frames, woodwork tools and sandpaper are supplied for the students use. Wool, cotton, other fabrics and timbers are supplied by the seminar.

TEXT and ADDITIONAL REFERENCES TEXT – a Book of Readings is supplied by the tutor. The relevant State or National Curriculum documents are also required. REFERENCES HAUCK, H: Handwork and Handicrafts, Rudolf Steiner Press, London. ALLERTON, J. (1995) A First Book of Knitting for Children, Wynstones Press. AUSTRALIAN EDUCATION COUNCIL (1994) Technology – a Curriculum Profile for Australian Schools. Carlton. Curriculum Corporation. BRITZ-CRECELIUS H: (1972) Children at Play, preparation for life. Inner Traditions International.

CHILDS G: (1991) The Child‟s Changing Consciousness in Waldorf Education. Floris Books. (1991) Steiner Education. Floris Books. FLEER, M. & JANE, B. (2004) Technology for Children: Research based Approaches. Sydney. Pearson Education. GAFF, J. ed Building Bridges and Tunnels. GOSSE, B & ALLERTON, J. (1995) A First Book of Knitting for Children. Wynstones Press. GOVIER, H Buildings JAFFKE F: (1988) Toy making With Children Floris Books (1988) MATHIAS BOB: (1974) Simple Wooden Toy Making Hamlyn. MILLET, M: (1987) Working Wooden Toys Stirling Publishing Co, New York. NEUSCHUTZ, K: (2009) Sewing Doll s-.Floris Books REINCKENS, SUNHILD. (2003) Making Dolls, Floris Books. SALTER, J: (2008) The Incarnating Child - Hawthorn Press. WILKINSON, R.(1998) Studies in Practical Activities.

Teach Human Society and Environment (STECUR6O6A)

Unit Code: STECUR606A

Unit Title: TEACH HUMAN SOCIETYAND ENVIRONMENT

Recommended 30 hours face to face lectures, tutorials and workshops. Delivery Mode

Unit Aim/Purpose The aim of this unit is to prepare students to teach the Human Society and Environment Key Learning Area. The purpose is to show how the HSIE curriculum enhances the child‟s sense of humanity and gives an experience of the place in which they live both in the world and in the stream of time.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description The scope of this unit is applied to the teaching of integrated curriculum throughout years K-8. An arts-based approach is prepared for. The background knowledge to this area of study is paramount and integration of this knowledge with teaching method and curriculum in lesson planning is a focus in this unit. The three central content areas are the local historical setting from Aboriginal beginnings through to the development of white Australian and its growth into a multicultural society, the expansion of the geographic experience from the child‟s local environment to encompass the whole world and the experience of the development of human consciousness through the stories, art, songs and artefacts of successive cultures.

UNIT CONTENT The evolution of human consciousness from the mythical world view to the Required Skills and modern is traced through examining stories, art, music and artefacts so that Knowledge students experience the consciousness which lay behind outer history and cultural forms. The overview of geography begins from the child‟s local environment and gradually expands to the whole country and then the world. Students consider community from the family through to the whole community of humanity and the living world of the cosmos.

Required Knowledge The evolution of consciousness in humanity through successive cultures, history and mythology of Ancient Civilizations Background knowledge of Australian history and key biographies from Aboriginal beginnings through White settlement to multicultural society. The celebration of seasonal festivals and the cycles of the earth

The Steiner Class K-8 HSIE Curriculum Main Lessons State HSIE curriculum K-6 and its interface with Steiner Curriculum Child development stages Classes 1-8 in the Steiner Curriculum Teaching Methodologies Classes 1-8 of the Steiner Curriculum Lesson Plan outlines or templates

Required Skills

Ability in lesson planning with a 3 day rhythm Skills in artistic illustration of historical and geographical studies Skills in creative story and verse writing, Skills in researching local areas and their geography Skills in mapping of countries and continents Ability to make 3-d relief maps Ability to integrate Key Learning Area curricula

1. Create an 1.1 Rationale integrates understanding of the evolution of human integrated Main consciousness and its sequential expression in different cultural epochs of Lesson (HSIE, history and in the curriculum and its relation to child development. English, Creative 1.3 English, Visual Arts, Drama and Music activities and outcomes and Visual Arts) of integrated into the lesson plans, work to creatively deepen the central cultural history. experience identified. 1.4 The 3–day rhythm is indicated. 1.5 The three sample double pages in the Main Lesson book are of an aesthetic quality with appropriate gesture and light.

2. Create a sample 2.1 Forces that have shaped Australia are presented through story and visual lesson on Australian and creative arts. history for Stage 2 or 2.2 Resources are age appropriate. 3. 2.3 The 3–day rhythm is indicated. 2.4 Sample double page in the Main Lesson book is of an aesthetic quality with appropriate gesture and light.

3. Write or chose an 3.1 Story has a rationale relating the features or forces chosen to the natural imaginative story on world as experienced by a child of this age. the local geographic 3.2 The story picture is age appropriate and of aesthetic quality. environment for 3.3 Story content or choice shows evidence of background reading on Stage 1 features of the landscape, weather and the forces that create the natural environment.

ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the performance criteria, Required Skills and Knowledge and the Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must

Evidence demonstrate competency in all Outcomes and Performance criteria.

Methods, Conditions Assessment A and Context of Devise a full Main Lesson Plan for a 3 week HSIE History unit with Assessment integrated English, Visual Arts and Music. The 3 day rhythm, daily story summary, drawing subject and arts experiences must be listed for the 15 mornings and the full lesson plan, drawings and day book details given for 3 mornings. Resources are listed.

Assessment B Create one lesson plan for a given Australian history/geography topic. Provide a rationale for the relationship of the curriculum topic and outcome to the age of the child and submit a double page for the main lesson book.

Assessment C Write an imaginative story on the local environment such as the weather, a landscape feature, a native animal and its habitat or a plant species. Preface this with a rationale of the background research linked to child development and submit an original A4 drawing for the main lesson book.

Assessment for this unit will occur within tutorial sessions in peer-presentations / simulated school settings in reflection on practice teaching contexts

Consistency of The Main Lesson is built up over the semester and there are in total 3 tasks Performance which build up skills over time.

Resource tutorial room with space for small group work. Implications TEXT and ADDITIONAL REFERENCES TEXT: Tutor supplies a Book of Readings. The relevant State or National Curriculum documents are also required.

REFERENCES GILBERT, R (2004) Studying Society and Environment: A Handbook for Teachers (3rd Ed) Melbourne Macmillan. GLAS, N.(1981) The Waldorf Approach to History. Anthroposophic Press GREEN, R.L. Myths of the Norsemen. (Out of Print) HARRER, D. Chapters from Ancient History in Biographic Vein (2008) Roman Lives. KOVACS, C. Ancient Mythologies ,Ancient India, Persia, Babylon, Egypt, Greece, Rome. LINDBERG, C.(1989 ) Teaching History.AWSNA MARSH, C. (1994) Teaching Studies of Society and Environment Prentice Hall, Sydney STREIT, J. (1999) Journey to the Promised Land. AWSNA STURLUSON, S The Kalevala, The Poetic Edda, The Prose Edda. REYNOLDS, R. (2008) Teaching Studies of Society and its Environment in the Primary School. South Melbourne. Oxford University Press. WILKINSON, R(2000) . Teaching History. Rudolf Steiner College Press (2001) Teaching Geography Rudolf Steiner College Press.

WRIGHT, P. (2001) Towards a Spiritual Philosophy of Geographv. 3 Parts. In Paideia. A Research Journal for Waldorf Education.Issue No 22.

MULTIMEDIA: http://www.acara.edu.au/publications.html The Shape of the Australian Curriculum History Framing Paper Consultation Report History http://www.curriculum.edu.au/verve/resources/Draft_National_Declaration_on_Educational_Goals_for_Youn g_Australians MCEETYA 8th Sep 2008 http:/ /www.boardofstudies.nsw.edu.au www.steinerwaldorfeurope.org.uk Alliance for Childhood – Academic, Research Group www.allianceforchildhood.org.uk Association of Waldorf Schools of North America

Teach Music (STECUR6O7A)

Unit Code: STECUR607A

Unit Title: Teach Music

Recommended 20 hours face to face lectures, workshops and tutorials Delivery Mode Unit Aim/Purpose This unit describes the outcomes required to teach Music as a Class Teacher – Classes K-6. The content covers the pedagogical background to the subject matter, curriculum indications and syllabus. Child development linked sequences and teaching methods are explored. The musical skills to teach this area are developed throughout the unit in sequential practical and creative workshops and tutorials which require regular private practice of both instrumental and voice work.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description The scope of this unit is applied to both the Music Area of the Creative Arts Curriculum and the arts-integrated teaching of all the other Key Learning Areas. Whether it is the science of acoustics and building a simple instrument, playing all the Indian music to their drama performance or singing the tables with body percussion, Steiner teachers will be busy everyday working musically. Students are expected to master both voice work in unison, in rounds and parts and the skills of conducting building on the secure base of choral work in the first year. They have weekly lessons in recorder and percussion, developing the background of the first year so that sight reading and composition become part of their skills for teaching. Their ability to access and teach different cultural and historical music is developed and repertoire includes Indian, Persian, Egyptian, Greek, Celtic, Hebrew and Aboriginal and Torres Straight Islander music which enrich Main Lessons in these areas.

UNIT CONTENT Required Knowledge and Skills Required Skills and Ability to reference the National or State curriculum e.g.: NSW Creative Knowledge Arts Syllabus K-6 Australian Steiner Curriculum guidelines and International Steiner Curriculum indications, e.g. “The Educational Tasks and Content of the Steiner Waldorf Curriculum” (Rawson & Richter, 2005). Knowledge of the central concepts, modes of enquiry and structure of the Music curriculum. Skills in the working with pitch, duration, dynamics, tone colour and structure in the areas of singing and instrumental work according to stages of child development. Knowledge of and skills in diverse cultural approaches to music including Indigenous Australian dance. Knowledge of pedagogical research and appropriate assessment strategies

1. Apply knowledge 1.1 The connection between the introduction of musical notation and the of child development age of the child is outlined to the music 1.2 Awareness of the mood of the fifth as well as understanding of why curriculum and pentatonic music is used with young children is shown. lesson preparation. 1.4 Differences in major and minor moods and their appropriate use is indicated and the timing of the introduction of rounds is explained. 1.5 Understanding of the State and or National Curriculum guidelines as well as Steiner Curriculum is evident. 1.6 A rationale is articulated in which the relationship between body, soul and spirit and how music can be used to harmonise this at each age is discussed. 1.7 Music lessons created embody rationale and are appropriate to curriculum indications and Main Lesson theme.

2. Discern 2.1 Evaluation of the content of popular children‟s music, mainstream appropriate music education resources and pentatonic songs shows depth of insight and links pieces for teaching. to child development stages and to students‟ developed rationale. 2.2. Presentation includes a richness of resources linked to both Main Lesson themes and music curriculum for all ages 2.3 Suggestions for appropriate class for use of resources is backed by clear criteria.

3. Display creative 3.1. Pentatonic and descant recorder pieces are played fluently and with Music skills for a confidence. beginning class 3.2 A simple original pentatonic song written shows correct notation teacher 3.3 Simple songs and rhythms are read and sung in tune and with rhythmic accuracy. 3.4. Percussion ostinati added to songs is taught confidently to the group and fits harmonically and rhythmically with the song. 3.5 Soundscape created in response to a literary or visual stimulus uses technology confidently.

Methods, Conditions Assessment A and Context of The students will prepare a group chart of the stages of the music Assessment curriculum in relation to child development. The discussion will centre around the connection between childhood consciousness and musical forms such as mood of the fifth, pentatonic, major and minor mood, popular music and acoustic or digital. As part of the assessment students will submit a collection of a wide range of appropriate musical resources for Class 1-6 and their own copy of the annotated group chart. Assessment Criteria 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 Assessment B Students will take a Main Lesson created by them for the HSIE/English unit or a Main Lesson developed during Professional Experience and outline a minimum of 3 integrated music lessons (theory, instrument and voice) and music repertoire (20 mins) for fully integrated morning circle done throughout the Main Lesson. A rationale for the music experiences chosen should be included with a class context. Assessment Criteria 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 Assessment C Students will submit their annotated resource collection. Students will also participate in a debate on the value of 5 different musical resources. Assessment Criteria 2.1, .2.2, 2.3 Assessment D Students will perform the following for assessment Pentatonic and descant songs on recorder to Class 2 level. An original pentatonic song on recorder Read and sing simple songs and rhythms in unison and rounds Percussion ostinati (including body percussion) added to a simple song and peer taught to the group A soundscape created in response to a visual or literary stimulus using appropriate technology Assessment Criteria 3.1, 3.2, .3.3, 3.4, .3.5 Assessment for this unit will occur within tutorial sessions in peer-presentations / simulated classroom settings in reflection on practice teaching contexts on work done in own time

Consistency of skills build up throughout the year and are assessed at the end of each term Performance as well as during a final presentation.

Resource tutorial room with space for small group work. Implications

TEXT and ADDITIONAL REFERENCES TEXT: A Book of Readings is Supplied by the Tutor. The relevant State or National Curriculum documents are also required. HOLLAND, D Grade One Music Theory

REFERENCES: ANDERSON, W.M & LAWRENCE J.E. (2004) Integrating Music into the Elementary Classroom. Belmont.Thomson/Schirmer BINDEL, E (1950) The Numerical Basis of Music, Part 1, Verlag Freies Geistesleben, Stuttgart. COLWELL, R. & RICHARDSON, C. (EDS) The New Handbook of Research on Music Teaching and Learning. New York. Oxford University Press. FRONGILLO, C. (1999 ) The Importance of Being Musical, AW SNA, California, 1999. LEBRET, E: (1985) Pentatonic Songs Waldorf Schools Association of Ontario. (1985) The Shepherd's Song Book. E, Lebret. MASTERS, B: (1987) The Waldorf Song Book - Book One, Floris (1992) The Waldorf Song Book- Book Two. Floris. RICARDO, G The Etheric Tone . (Out of print- available in the library) STEINER , R (1983) The Inner Nature of Music and the Experience of Tone. Anthroposophic Press, New York WILKE, E: (1983) Creative Music Making. Mercury Press, London.

Teach Movement to Music and Speech- Eurythmy and Dance (STECUR608A)

Unit Code: STECUR608A

Unit Title: Teach Movement to Music and Speech- Eurythmy and Dance

Recommended 30 hours face to face lectures, tutorials and workshops Delivery Mode

Unit Aim/Purpose This unit describes the outcomes needed to teach Movement including Dance and Eurythmy in a K-6 class both as individual KLA lessons and in integrated teaching units. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description The scope of this unit is applied to teaching of Movement and Dance K-6. In Steiner schools the curriculum is arts integrated so this unit also therefore describes the outcomes required to give teachers the theoretical background and skills they need to plan, develop and implement daily movement/rhythmic activity as a Class Teacher in a Steiner School. It is applied to movement activities in literacy and numeracy lessons and dance in HSIE related Main Lesson themes. For class teachers the knowledge and skills of this unit are also applied to the art of working cooperatively with a Eurythmy/Dance specialist teacher if there is one, or to teach elements of this subject to their classes when no specialist is available.

This unit is related to STEPED607A Apply Artistic Abilities to Arts- Integrated Teaching-, which gives the skills base for application in this unit. This unit should be completed concurrently with STEPED601A - Develop Pedagogical Practice According to Knowledge of Child Development.

UNIT CONTENT Required Knowledge and Skills Required Skills and Ability to reference the National or State curriculum e.g.: NSW Creative Knowledge Arts Syllabus K-6 Australian Steiner Curriculum guidelines, e.g.: Working with Curriculum in Australian Steiner Schools, (Cunningham, 2004) International Steiner Curriculum indications, e.g. “The Educational Tasks and Content of the Steiner Waldorf Curriculum” (Rawson & Richter, 2005) and “Pedagogical Theatre” (Pittis, 2005), an Association of Waldorf Schools in North America (AWSNA) publication. Knowledge of the central concepts, modes of enquiry and structure of the Dance and Movement curriculum.

Skills in the five elements of dance, 3 categories of activity according to stages of child development. Knowledge of and skills in diverse cultural approaches to dance including Indigenous Australian dance. Knowledge of pedagogical research and appropriate assessment strategies Knowledge of and skills in utilising connections to literacy and numeracy education. Knowledge of and skills in movement based experiences of Personal Development Curriculum and cultural aspects of HSIE curriculum.

1. Perform 1.1 Movements that show fluency, intentionality and inner expression are movement sequences demonstrated. designed to deepen 1.2 Awareness of space, of others and of group dynamics is shown. personal 1.3 Relationship to curriculum outcomes is clearly delineated. development curriculum outcomes.

2. Create movement 2.1 Lesson material is based on curriculum indications. exercises which 2.2 Lesson material contains original elements. strengthen capacities 2.3 Lessons are targeted to the appropriate level of child development. in language arts, 2.4 Lesson material accommodates a range of children's learning styles. mathematics and 2.5 Lesson material is conceived and developed in the context of a 3- geometry. stage rhythm.

3. Create and teach a 3.1 A range of resources are assessed. dance lesson 3.2 Music composition and dance choreography show understanding of the sequence elements of dance and musical principles. 3.3 Dance performance skills are exhibited. 3.4 Music and choreography chosen or created are age-appropriate. 3.5 Link to curriculum outcomes is clearly outlined.

Methods, Conditions Assessment A and Context of Movement sequences for the development of social and spatial awareness Assessment are demonstrated for 2 different stages of classroom teaching (for Classes 1- 2; 3-4; 5-6).

Assessment B A lesson sequence designed to teach elements of the literacy and/or

numeracy curriculum is developed for a particular age.

Assessment C An integrated project of Music, Movement, Dance and Drama is developed over 2 semesters. Play writing or adapting, music composition and choreography of movement sequences are all undertaken. Peer teaching of one of the dance/movement sequences integrated with music is completed.

Assessment for this unit will occur within tutorial sessions in peer-presentations / simulated school settings in reflection on practice teaching contexts

Consistency of Tutor observes movement sequences over two semesters. Performance Lesson sequences are developed over the whole year and culminate in the peer presentation.

Resource Tutorial room with space for large group movement. Implications Musical instruments both melodic and percussive. Audio and technological equipment for dance and related music.

TEXT and ADDITIONAL REFERENCES TEXT - Book of Readings is supplied by the tutor. The relevant State and or National Curriculum documents are available.

REFERENCES ASSOCIATION OF WALDORF SCHOOLS OF NORTH AMERICA (AWSNA) Curriculum publications ADAMS (1997) Eurythmy for the Elementary Grades Anthroposophic Press DOWN (2004) Leaving Room for the Angels. Anthroposophic Press. DUBACH-DONATH, A. (2000) The Basic Principles of Eurythmy, Mercury Press MONGES, L. (1975) Eurythmy Exercises Anthroposophic Press. ROOYACKERS, P. (2003) 101 More Dance Games for Children. New Fun and Creativity in Movement, Alameda: Hunter House. SCHRADER, C.A. (1996) A Sense of Dance. Exploring Movement Potential. Champaign :Human Kinetics. VON HEIDER, (1998) Come Unto These Yellow Sands (Out of Print) (1998) And Then Take Hands Out of Print)

Teach Speech and Drama (STECUR609A)

Unit Code: STECUR609A

Unit Title: TEACH SPEECH AND DRAMA

Recommended 20 hours face to face lectures, tutorials and workshops Delivery Mode

Unit Aim/Purpose This unit describes the outcomes required to teach Speech and Drama as a Class Teacher (Classes 1-8) in a Steiner School and to do this within integrated arts-based curriculum. This unit is taught concurrently with STECUR608A Teach Movement to Music and Speech, and STEPED607A Apply Artistic Abilities to Arts- Integrated Teaching, which emphasise the development of the teacher‟s artistic abilities and practical skills. This unit provides the underpinning knowledge for choosing, adapting and generating literary resources for the classroom. It develops public speaking and presentation skills for classroom use. It also develops trainees‟ skills in play production (playwriting and adaptation, directing, acting, staging, etc.) through practical experience.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Prerequisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description Speech and Drama is an integrated subject in Steiner Schools. Teachers apply their knowledge of speech formation, poetry recitation, dramatic performance and narrative recall and review every day in the classroom in all thematic units, morning circle work, English Language practice classes as well as preparing items for assemblies and concert performance. The Drama curriculum also involves a major play production each year.

Teachers need to draw on a broad range of expressive styles in order to communicate the curriculum material in an arts-integrated approach imaginatively, pictorially and creatively in the classroom. The children absorb this, imitate it and learn through guided practical experience.

Teachers in Steiner Schools lead choral and individual speech exercises in Morning Circle on a daily basis. Class teachers direct dramatic productions for their classes and need the skills to select, adapt and produce scripts.

The content of this unit furthers skills in integrated lesson planning. Emphasis is placed on the skills required to conceive, create and implement original material for classroom use.

Unit Content Required Knowledge Knowledge is required to apply age appropriate drama lessons in the classroom. Deep insight into the following is required: Curriculum Guidelines Classes 1-8 Teaching Methodology Classes 1-8 Dramatic production methods for different ages – from chorus to individual parts to full Shakespearean Plays. Knowledge of metre and rhyme and relationship between literary expression, developing consciousness and child development stages. Literary material for Speech and Drama teaching in Steiner Schools including For Classes 1-4: Nursery rhymes, finger plays, lyric poems, tongue twisters, fairy tales, fables, nature stories, legends, Norse alliterative verse, plays based on main lesson themes For Classes 5-8: Verses from ancient cultures: India, Persia, Sumer, Egypt; classic hexameter in Greek or English translation, epic narratives, dramatic and lyric poetry, historic accounts or diaries, sonnets, Shakespeare‟s plays Curriculum requirements for Speech and Drama teaching in Steiner Schools are informed through: Australian Steiner Curriculum guidelines, e.g.: Working with Curriculum in Australian Steiner Schools, (Cunningham, 2004) International Steiner Curriculum indications, e.g. “The Educational Tasks and Content of the Steiner Waldorf Curriculum” (Rawson & Richter, 2005) and “Pedagogical Theatre” (Pittis, 2005), an Association of Waldorf Schools in North America (AWSNA) publication. Board of Studies / State curriculum standards, e.g.: NSW Creative Arts Syllabus K-6. Required Skills Ability to source literary material for Speech and Drama for each age-group according to curriculum requirements Ability to generate original material to enhance existent resources Ability to plan, design and implement programs for rhythmic work in the classroom (Morning Circle) Ability to source, adapt and produce a class play, integrating a range of original features (music, choreography, staging, etc.) Skills for Classroom applications for Speech and Drama teaching in Steiner Schools will include but are not limited to: Daily rhythmic work (Morning circle) Storytelling and review Class plays Public speaking and presenting Skills in „Artistic workability‟ of material: Rhythmic qualities, rhyme schemes, repetition of patterns Alliterative, assonant or onomatopoeic qualities Qualities of imagery Dramatic power

OUTCOME Performance Criteria

1. Access and reflect 1.1 Literary materials for Speech and Drama at each class level are

75 on Speech and compiled and categorised in relation to classroom applications. Drama resources 1.2 The salient features of the materials‟ „artistic workability‟ are identified and analysed. 1.3 Accompanying expressive qualities for voice, gesture and movement are identified, modelled, practiced and appraised

2. Create and 2.1 Original material incorporates appropriate vowel and consonant tonal demonstrate original qualities and metre. poetry and speech 2.2 Classroom needs are clearly identified exercises for 2.3 Planning, preparation and delivery target children‟s skill development at classroom use the specific age-group. 2.4 Exercises accommodate group and individual learning styles effectively

ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the performance criteria, Required Skills and Knowledge and the Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate: sound artistic judgement in appraising the merits of a literary work for classroom use fluency, creativity and invention in adapting and composing verses and poems for use in both upper and lower primary classes confidence and thorough planning in presenting material to an audience in a public speaking context the ability to speak poetic and dramatic texts in front of an audience using a range of expressive styles the ability to adapt a story into a dramatic work the ability to conceive, plan and implement lessons utilising speech and drama skills for both lower and upper primary classes the ability to conceive, plan and implement programs leading to dramatic performance

Methods, Conditions Assessment A and Context of Assessment of resource-access is through the submission of a portfolio Assessment which contains sourced poems, verses and other literary material categorised according to class level and main lesson theme. The portfolio is to be sighted and appraised by the instructor at the end of each term. If the portfolio has included students‟ collaborative efforts, each individual‟s contributions must be clearly marked.

Assessment B Assessment of adaptation and composition skills is through ongoing submissions and may include self-assessment, peer-appraisal and direct assessment from the instructor. Submissions may be required regularly, on a weekly or fortnightly basis. Assessment of practical skills is through direct observation in class on an ongoing basis or on Professional Experience. Assessment of pedagogical background is in class through questioning relating to underpinning knowledge

Assessment of lesson planning may include lesson plans used in peer teaching, practice teaching or created for a particular brief.

Assessment for this unit will occur within tutorial sessions in peer-presentations / simulated workplace settings in practice teaching contexts

Consistency of Competency for lower primary presentation skills should be evidenced Performance through demonstrations of 4 selections from the Class 1-4 list:. Competency for upper primary presentation skills should be evidenced through demonstration of at least one from each Class 5-6 list: Play adaptation skills should be demonstrated through one example based on a main lesson theme from Class 1-4 and through one example based on a main lesson theme from Class 5-8. The Portfolio will be sighted and assessed each term.

Resource References as listed below are required for access to scripts, pedagogical Implications study and curriculum outlines. A classroom / performance area with ample room for movement is required; an elevated stage with curtaining, lighting board, etc. is desirable but not critical. Some costumes and props may be supplied by the seminar; others may be sourced and supplemented through students‟ creativity, ingenuity and initiative.

TEXT and Recommended References Text – A Set of Readings will be supplied by the tutor. The relevant State and or National Curriculum documents are available.

REFERENCES PITTIS, A. (1996). Pedagogical Theatre: Dramaturgy and Performance - Practice for the Lower and Middle School Grades. Fair Oaks, California, AWSNA: Association of Waldorf Schools of North America. PRICE, C. (2004) Let‟s Do A Play! Volumes I & II Freeport, Maine, Songbird Press AWSNA (2003) 25 Plays, Inspired by Waldorf Teachers. Fair Oaks, California, AWSNA: Association of Waldorf Schools of North America. VON HEIDER, M (1998) Come Unto these Yellow Sands Fair Oaks, California, Rudolf Steiner College Press. EWING, R, SIMONS, J & HERZBERG M (2004) Beyond the Script – Drama in the Classroom. Newtown. Primary English Teaching Association. RAWSON, M. AND T. RICHTER (2005). The Educational Tasks and Content of the Steiner Waldorf Curriculum. Forest Row, Sussex, England, Steiner Waldorf Schools Fellowship Publications. MOFFAT, P. (1967). Twenty-one Plays for Children and Three Sketches in French. Edinburgh, Rudolf Steiner School Trust, Ltd. TAYLOR, P. (2003) The`Drama Classroom.Action, Reflection, Transformation. London Routledge Falmer.

Teach Visual and Plastic Arts (STECUR610A)

Unit Code: STECUR610A

Unit Title: TEACH VISUAL AND PLASTIC ARTS

Recommended 30 hours of lectures, tutorials and workshops. Delivery Mode

Unit Aim/Purpose This unit describes the outcomes needed to teach the Visual Arts curriculum in a Steiner School K-8 and those needed for the background necessary for continued development of artistic teaching technique for Arts-Integrated Curriculum.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description The scope of this unit is applied to Primary Steiner Class Teaching in all lessons as arts integration is a fundamental principle of Steiner Methodology. It would as easily apply to a history unit of work, geometry, grammar or botany. The sense for colour qualities, geometrical forms, play of light and darkness and gesture in all forms is a method of teaching all expression of life. Nevertheless weekly painting and drawing lessons, modelling or sculpture are also applications covered. Teachers will apply this to their daily modelled Blackboard drawing and crayon drawing for Main Lesson in Classes 1-4 and will continue to guide the children in Classes 5-6 with frequent examples.

UNIT CONTENT Required Knowledge and Skills Required Skills and Class 1-4 Painting Knowledge Skill in development of colour stories to develop an appreciation of how form and story can arise out of the meeting of colours. Skill in early introduction to the primary colours and their qualities before gradual introduction of secondary colours and complimentary colours. Knowledge of the colour circle and skill in blending and meeting colours Skill in use of negative spaces eg in Class 4 animal studies. Skills for preparing wet-on wet painting Painting development in Classes 5 and 8: Skills in water washes, light and shade, non-diluted paint, layer painting, monochromatic exercises and sepia. Modelling Skills in the use of modelling for the development of fine manipulative skills and for developing the child's observational capacities. Skills in beeswax modelling. Mastery of simple skills in modelling three

dimensional forms. The use of story to invite and inspire the modelling exercises. The use of modelling in the teaching of numbers and letters. Modelling solid geometrical forms in class 5. Clay modelling in class 5 -8. Drawing Knowledge of Using shading rather than outline, Timing of introduction of aerial perspective and shadow and reflection. Skill in using block crayons, stick crayons, coloured pencils, coloured chalk in sugar solution, pastels, sepia and charcoal. Knowledge and Skills in Ceramics and Digital Artwork, their timing in the curriculum and skills in artistry and technique.

OUTCOMES PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the Outcome. Where bold text is used, further information is detailed in the required skills and knowledge.

1. Create samples of 1.1 Paintings show clear colours, aesthetic interplay of colour, competent the visual and plastic brush strokes, good paper quality and ability to hold negative space and arts curriculum for create movement and story dynamic through colour. all classes 1-8 with 1.2 Drawings show fine shading, play of light, focus on gesture, form rather diary and Personal than outline skill in colour and in geometric perspective. Education 1.3 Modelling shows working from the whole piece, organic arising of Statement. gesture and understanding of the historic process appropriate to the technique. 1.4 Ceramics and Digital media are age appropriate and aesthetic. 1.5 Education Statement reflects upon theory, research and practice.

2. Create 6 lesson 2.1. Lessons and images chosen are age appropriate and central to the plans for a sequence theme. of one of the arts 2.2. Resources needed, set-up procedure and steps in technique are clearly within the context of delineated. a Main Lesson 2.3 Sample of each type of artwork meets the performance criteria given above. 2.4 Rationale of the lessons links to child development and curriculum guidelines.

Methods, Conditions Assessment A and Context of Portfolio of all artworks with weekly process diary which culminates with a Assessment Personal Statement of Visual and Plastic Art Education. Performance Criteria 1.1, 1.2, 1.3, 1.4, 1.5

Assessment B A series of at least 6 full lesson plans linked to a Main Lesson theme with assessment plan, evaluation and including all sample art works. Performance Criteria 2.1, 2.2, 2.3, 2.4.

Assessment for this unit will occur based on portfolio (done in tutorial time) and diary and submitted lesson plans done in own time.

Consistency of Weekly sessions are observed by the tutor and reflected on in process diary. Performance One of each of the artistic skills for each class is submitted in the portfolio. At least 6 lesson plans are submitted.

Resource Art room with resources for painting, drawing, ceramics and modelling. Implications Access to digital media computer room.

TEXT and ADDITIONAL REFERENCES TEXT – A Book of Readings is supplied by the tutor. The relevant State or National Curriculum documents are also required.

REFERENCES CHANCE, I. (Ed) (2001) Kaltja Now: Indigenous Arts Australia. Kent Town, Wakefield Press in Assoc. National Aboriginal Cultural Institute- Tandanya. DENNIS KLOCEK (1990) Drawing From The Book Of Nature Rudolf Steiner College Publications COLQUHOUN M. & EWALD A. (1996) New eyes for plants Hawthorn Press EDWARDS B Drawing On The Right Side Of The Brain Glasgow, William Collins. FEEDMAN, K. (2003) Teaching Visual Culture: Curriculum, Asthetics, and the Social Life of Art. New York, Lark Books. NOBEL, A. (1991) Educating Through Art. Floris Books. SCHINDLER, M. (1999) Pure Colour. Rudolf Steiner Press. STEINER, R. Colour. Rudolf Steiner Press.

Teach Physical Education (STECUR611A)

Unit Code: STECUR611A

Unit Title: TEACH PHYSICAL EDUCATION

Recommended 8 hours face to face teaching in lectures, tutorials and workshops Delivery Mode

Unit Aim/Purpose This unit describes the outcomes needed to teach Physical Education in a Primary School. The theoretical underpinnings, the knowledge of curriculum and the Skills in games and movement are developed. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description and Physical Education- this area covers the skills needed to teach games, sports Application and movement throughout the curriculum. There will also be a focus on activities wherever possible that build on the main lessons that the child is experiencing. Many of the games/activities will reflect the development of the consciousness of the child throughout the primary school. Students also discuss how specialists can be accessed and incorporated. In integrated curriculum this may involve Regional Olympics in the Class 5 Main Lesson on Greece or fencing in relation to studies of the Middle Ages. The emphasis, throughout, will be on bringing the child's imagination to the activity. Also the social awareness of assisting others, appreciating differences and children working together is valued highly. How will the skill/game nurture the child on all levels - physical, emotional, intellectual and spiritual? The scope of this unit can be applied in whole class, group or individual programs and may even be taken up by a specialist teacher who wishes to work only eg in gymnastics and games in the primary school.

UNIT CONTENT Required Knowledge Required Skills and Steiner Physical Education curriculum indications Knowledge Interface with State/National Curriculum OH&S legislation and risk assessment procedures Kindergarten – bushwalk, circle games, teachers own imaginative games involving movement skills integrated into a story, ensouled movement, skipping. Class 1-2 as above plus bean bags, clapping games, parachute games, traditional games. Class 3-4 as above Class 1-2 - plus games of wit and courage, balance, coits, skittles, rounders. Class 5-6 games embodying goodness, beauty and truth; javelin, discuss,

relays, high jump, marching; circus skills- juggling acrobatics; team sports. Required Skills physical skills in games imaginative lesson planning within appropriate curriculum guidelines movement skills- warm up and stretching and cooling down.

1. Participate in and 1.1 Enthusiasm and application is displayed in games sessions reflect on games for 1.2 Skills are completed for each game primary school 1.3 Practical helpfulness is displayed toward fellow students children 1.4 Reflection in discussion on weekly games played by the group incorporates an accurate view of the aims of the stage of child development

2. Develop, 2.1 The unit of 3 lessons displays the application of the theoretical demonstrate and knowledge base and age appropriate curriculum in the design teach a game as part 2.2 Movement skills are outlined in simple sequential steps and with regard of a unit of PE to OH&S legislation lessons 2.3 Imagination and the fostering of social cohesion are evident in the lessons 2.4 The game taught is presented with clear instructions, imaginative content and follows OH&S guidelines. 2.5 Enthusiasm and confidence is fostered in the group taught

ASSESSMENT The evidence guide provides advice on assessment and must be read in Evidence Guide conjunction with the performance criteria, Required Skills and Knowledge and the Assessment Guidelines.

Critical Aspects of In providing evidence of competency for this unit, the trainee must Evidence demonstrate skills in at least 3 of the games in the Required Knowledge Stage related groups.

Methods, Conditions Assessment A and Context of Students will be assessed on their participation in games at a session at the Assessment end of each stage. Discussion/questioning will also assess understanding of the relation between curriculum and child development Assessment Criteria 1.1, 1.2, 1.3, 1.4 Assessment B A series of 3 lesson plans will be presented and one game taught from the sequence to the group. Assessment Criteria 2.1, 2.2., 2.3, 2.4, .25

Assessment for this unit will occur within tutorial sessions in peer-presentations / simulated teaching settings

Consistency of assessment takes place regularly over the module Performance

Resource All sports equipment is provided. Sports facilities include grass oval, Implications bushland, indoor hall or gymnasium, basketball courts.

TEXT and ADDITIONAL REFERENCES TEXTS – A Book of Readings is supplied by the tutor. The relevant State or National Curriculum documents are also required. BROOKING PAYNE K: (1997) Games Children Play. Hawthorn Press VON BOTHMER, COUNT F (2001) Gymnastic Education. Mercury Press BROOKING PAYNE, K (1990) Collected works on Movement Education in Steiner Schools

REFERENCES KISCHNICK, R. (1995) Childs Play volume 1 and 2 LAUNDER, A. (2001) Play Practice- The games Approach to Teaching and Coaching .Champaign: Human Kinetics. SCHEMBRI, G: (1991) Gym Fun Melbourne, Australian Gymnastics Federation Incorporated. TINNING, R. McCUAIG, L. & HUNTER, L. (2006) Teaching Health and Physical Education in Australian Schools. Frenchs Forest: Pearson Education Australia. VON BOTHMER, F. (2001) Gymnastics Education Mercury Press. WILKINSON, R. (1975) Physical Education Robinswood Press. WHITEHEAD, A (1990)Touch the Earth Gently: Games and Sports - Class 1 to 12 Golden Beetle Books

Teach Health and Personal Development (STECUR612A)

Unit Code: STECUR612A

Unit Title: TEACH PERSONAL DEVELOPMENT AND HEALTH

Recommended 15 hours face to face lectures, tutorials and workshops Delivery Mode

Unit Aim/Purpose This unit aims to meet the outcomes required to teach Personal Development and Health as a Class Teacher (Classes 1-6). The content covers the background of the disciplines, pedagogical background to curriculum indications, child development sequences of teaching and methodologies for the various strands.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Employability Skills This unit contains Employability Skills.

Pre-requisite Unit(s) STEHUM601A Develop Knowledge And Skills In Human Psychology

Unit Description and The knowledge and skills are applied to curriculum design, lesson planning Application and assessment practices in PDH. This unit has 2 different areas which may be taught by different specialist tutors:

Personal Development- is taught through examining integrated curriculum in which PD themes are interwoven with the other subject areas. This is also examined through the teacher as a role model for the child and work with the class community.

Health – Background to this subject is researched deeply and timing of the subject content and how and when it is brought to children is explored. In Steiner Education the image of the healthy human being permeates all the main lessons through the primary school. We see health as a harmonious integration between the four levels of human activity: physical, emotional, cognitive and spiritual, or more simply body, soul and spirit. The healthy development of children is the theme underlying all aspects of the curriculum. In this unit we examine specific health issues that relate to the teaching role in a Steiner School. In particular we examine the importance of the teacher's role in providing a model of healthy lifestyle and behaviour to children.

The scope of this unit can be applied in whole class, group or individual programs.

UNIT CONTENT Health Required Skills and Principles of child health are researched and key issues are studied- asthma, Knowledge allergies, nutrition, eating disorders, childhood illnesses, vaccination. Personal Development Personal development topics covered include human relationships, sexuality education, moral development, values and conflict resolution.

Required Knowledge Background knowledge of the content of the health and personal development subject area. PD, H, PE syllabus - Steiner Education and its interface with mandatory State and National curriculum. OH&S requirements in relation to teaching of Health and Personal development. Knowledge of professional support agencies in areas of health and personal development.

Required Skills imaginative lesson planning appropriate to the age ability to teach activity based lessons and life skills

OUTCOME PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element.

1. Acquire 1.1 Principles of child health and well-being are understood with reference knowledge of the to the connections between physical health and well-being, emotional, discipline of the mental and spiritual health and the process of child development subject area of 1.2 Contributions to a resource folder are appropriately developed with Health to apply to regard to relevance to current issues in the field, accurate research and integrated teaching curriculum orientation 1.3 Contributions are summarised prioritising the information in presentation to the group

2. Apply personal 2.1 Rationale developed recognises the role of the overall curriculum in development values development and moral and ethical behaviour curriculum 2.2 The timing of teaching of issues is aligned with curriculum indications guidelines to 2.3 Different approaches to teaching of conflict resolution, bullying, integrated teaching sexuality, relationships and values are evaluated 2.4 A lesson outline with accompanying stimulus story which is created for one of the topics is discussed in tutorial showing application of age appropriate guidelines

ASSESSMENT Evidence Guide

Critical Aspects of All outcomes and Performance Criteria are to be fully met and assessed in Evidence the final semester of Year 2.

Methods, Conditions Assessment A

85 and Context of A resource contribution is prepared on one of the health topics and a Assessment summary presented to the group incorporating background research, professional support available and current relevant teaching methodologies Assessment Criteria 1.1, 1.2, 1.3 Assessment B A rationale for the teaching of a personal development topic is developed outlining timing, approaches and an example of a lesson plan which is presented to the group. Assessment Criteria 2.1, 2.2, 2.3, .2.4 Assessment for this unit will occur within tutorial sessions in peer-presentations / simulated class settings on work completed in own time

Consistency of Assessment is developed over time and at the end of the second year so that Performance Personal Development is evident in integration with other subjects.

Resources A tutorial space with areas for small group work.

TEXT and Bibliography TEXT – A Book of Readings is supplied by the tutor. The relevant State or National Curriculum documents are also required.

REFERENCES EDMUNDS, F (1992) Renewing Education: Selected Writings on Steiner Education Hawthorn Press GLOCKLER, M. and GOEBEL, W. (1990) A Guide to Child Health Edinburgh, Floris Books. GLOCKLER, M. (2000) A Healing Education Rudolf Steiner College Press HAHN, H (1997) From the Wellsprings of the Soul Steiner Waldorf Schools Fellowship publications KOHLER, H (2001) .Working with Anxious, Nervous. and Depressed Children AWSNA Press California. N.S.W. DEPARTMENT OF SCHOOL EDUCATION (2000) Drug Education: Making a Difference. K-6 drug Education Resource, Sydney: Author. N.S.W. DEPARTMENT OF SCHOOL EDUCATION (1999) Drug Related Issues in Schools. Policy Guidelines. Sydney: Author. BOARD OF STUDIES (1999) My Growing Self. Growth and Development Stage 2, Sydney BOARD OF STUDIES (1999) Getting it Together, Growth and Development Stage 3, Sydney MITCHELL, D Developmental Insights AWSNA Press SCHMIDT, G (1990) Nutrition and Education Rudolf Steiner College Press SLOAN, D (2000) Pathways of Healthy Child Development Research Institute for Waldorf Education TINNING, R. McCUAIG, L. & HUNTER, L.(2006) Teaching Health and Physical Education in Australian Schools. Frenchs Forest: Pearson Education Australia. STEINER, R. (2001) The Twelve Senses Steiner Waldorf Schools Fellowship SCHWARTZ, E. (1997) Why the Setting Sun Turns Red and Other Pedagogical Stories AWSNA Press